DdCQHBlIT BESOMS
BO 066 379
TITI.B
mSTITOTlOM
FOB om
HOTE.
BD8S PRICE
OBSCIIIPTOBS
IDBHTiFIBBS
BB 005 260
The Noien's Educiational Equity ict* Bearings Before
the Subcoiiittee on Equal Opportunities of the
Coiiittee on Education and labor Rouse of
Bepresentatives Hinety'Third Congress First Session
on B. B, 208. Part I.
Congress of the 0*S*> Bashington,' D*C. Hous^ .
Coiiittee on Education and labd£*"
73
629p.
BP-11.05 BC-$30.60
Civil Bights; *Bgual Education; ♦Egual Protection}
^Federal |.a«s; *Fdderal Legisli^ti^ti Feiales; ^Bigh^t
Education; Sex olicriiination
united States Bouse of Bepresentatives; >NoMens .
Educational Equity Act of 1973
ABSTB&CT
This docuaent presents the hearings before the
eUbcbBpittee on equal opportunities of the Conaittee Qn Education and
Labbr, Bou$<e of Bepresentatives, Mindty^-third Congress. Bci^ril^S '
coAQ<9tii th4 Ho¥en*s Educational Equity Act, It is the pui;|iolt<0 bf this
kctt^ in order to provide educational equity for VQiei^; in! thiil
country* to encourage the 4^veldpient of new ah'd ipiproved
curriculiits: to denohstrate th^ use of such 0U5iii<iUl^is Ih pd
Educational prograis and to evaluate the effdot|f<|^$l<E( tbetebj|; t^
provide suppott for the initiation and ■aint6n4i<?^ <)f pro^irals t
concbrning voien at all levels of ddiucation; to disiseiln^ite
instructional aaterials and other iiif brna^tion for U^e. in iduQ^.tional
prograis throughout the Nation; to provide training ptdi^t%*6 for
pisirentSr teachers rdud other eduqationfil pers6hi)0l; to provide 'for
the planning of voaen*s resource eent^r^t to provide viapjpoirdd ^^i^^^
vocational, and physical education prograa^t to provide for coMuni^lT
edidcation programs; to provide prograps on the status, roles and
opportunities for voBen in this society; and to provide for tb«
preparation and disseaination of aaterlals iror use in aass pediav ■
Belated docukent, the Senate hearings, is BE 005 282. (J^uthor/BOB)
THE WOMEN^S EDUCATIONAL EQUITY ACT
> - - ■
5 HEARINGS
BEFORE THE
^ ^ SUBCOMMITTEE ON EOUAL OPPORTUNITIES
OP THE
COMMITTEE ON EDUCATION AND LABOR
HOUSE OF MipRESENTATIVES^^^^^^^^:;
NINETY-THIRD COXGilESS
FIRST SESSION
" ' ON
H.R. 208
A BILL TO AUTHORIZE TUB SKCRBTAHIC OF imALTH, BpU*
OATION» AND WBLFABB TO MAKB GRANTS TO CONDUCT
SPSCIAL BDUOATIONAL PROORAMB AND ACTlVlTI£}S D&
BIOKED TO AOHIBVB EDUCATIONAL BQU1T3? jrOR ALL
STUDENTS, MEN AND WOMEN, AND FOR OTHER RELATED
EDUCATIONAL PURPOSES ^
PART 1
HEARINGS HELD IN WASHINGTON, D C,
JULY 25, 26 J SEPTEMBER 12, AND 18, 1W3
Printed tot the us6 of the Committee on Education and Labor
CARt D. PjcBKtr^a, Ckairman
U.S. GOVERNMENt. PRINTING OFFICE
*iZ-\tA WASUINQTOK i iC?8
ERIC
COMMITTER ON EDUCATION AND LABOR
CAR]:«D.t>£BKtKS,
^RANK THOMPSON. Jfc» New Jerwy
JOHN M. DiBNT» VeftM^ltMiU,
DOMINIOK V» t>MmtB,Vtw Jem/
JOHN BRA0SMA8, tndiAivi
JAMES 0. O'BARA, Miclitffta
' AUOUSTtS F. HAWKINS, C&Ufornia
WILLIAM D. FORD, Mlehlfaa
PAtST T> MINK, HawaU
LLOYD MEEDS, WailitDtfton
PHILLIP BURTON, CftUfornU
JOSEPH M. OATDOS, PennsylraiiU
WILLIAM *^BILL" CtAy» MUaodH
SHIRLEY CHISHOLM, New Yotk
MARIO BIAQOt, NeW York
ELLA T. OUASSO, Conaectteut
ROMANO U M A^ZOLt, Ken tockf
HERMAN BA1>ILL0, New York
1KB ANDREWS, North C&roUaa
WILLIAM LEHMAN, Florida
JAMIE BBNITE2, Puerto Rico
ALBERT H. QOIB, Mln&eeota
JOHN M. ASHBROOK, Ohio
AWHONZO BELL, CaKforok
JOBEK K ERLBNBORN, Illiaola
JOHN DELLENBAOKi Oregoa
MARVIN L. BSCH, Michigan
EDWIN D. ESHtfiMAN, PenneyWanla
WILLIAM A. STEIQBIt, Wlscooeio
EARL F. LANDORBBB, iDdUna
ORVAL HANSEN, Idaho
EDWIN B. FORSYTHE, New Jereey
JACK F. KEMP, New York
PETER A. PEYSER, New York
DAVID TOWELL, Netada
ROISALD A. SARASIN, Counectlcut >
ROBERT J. HUBSR, Michigan
AUOUfiTDS r. HAWKINS, CaHfomla, ChairiMii
^mnmt CHISHOLM, New York WILLIAM A. STBIOBB, Wlsconsla
PATSY T. MINK, Hawaii ALPHONZO $BLt^ CalWornia
WILLIA>I »'BILL" CLAY, MImqqH EDWIN D. ESHLEMAN, PenoiylTania
JAIME BBNITEZ, Puerto Rtco / «" «
(U)
CONTENTS
Hearings held in WasWngtoUi B.C.; PW
July 25, im-......— - I
Jiay26, 1973 - 177
Septemter 12, 1973 313
September 13, 1973.^-... -.i-... 565
Text of H.R. 208...-; • 1
Statement o(; _
Allett, Hokt, Ethel, city council, PhDadelpWa, Pa.. i..-,-..^ 16!?
Alroy^ Phyllld, Women on Words and Imaged, Princeton, N,J---.»-. 606*
Cole, Katnerine W., project direetor. Resource Center on Sex Roles
In EdueaVoft, Washlniton, J>.0. - , • . 177
Dietrioh^ Allege, Committee to Study Sex Discrimination In Kala-
maioo, Mich « * , 462
FraseTi Mrs. Arvonne, president, Women's Equity Action League,
WaftWton, D.a.A-, ' 7
. Frieder, Bemiee, chairman. Education Task Force, National Council
of Jewish Women ^ 264
Ladky^ Mb. Anne, Soott, FOiesman & Cov publishers, Oienvlew, ^
Lehman; HOtt" Wui^^
of Florida 314
Levris. Dr. Charles L., executive directori Americah Personnel and
Ouldahce Association, Washington, D.O — - . . . ^ . ^ ^ - 252
MoTgan;,EUen, coordinator, Task , Fore^ <>n Umverslty Compliance, ,
National Organisation (or Women. Princeton, N. J. * - • ^ — . — 276
Norm, Dr. Audrey^ carman, Education of Women Comniitte^. .
Association for Supervision and Curriculum Development, .Cincin* ;
nati, Ohlo.\;-* J,. ^..•^^^^.•i^V,**. > 170
Ramey, Dr. Bsfc^Ue It ^ Departn^^ht of PhyslojogV and/Blophyflj6*,
; School of MediQine, Geoi^etown University, JyaS^^ 500
Ryan. Jenifer, I epresehUttgth<^Nj|tional Student liODijyrWw^ .
D 0 ■ ■*' " ' it.* '■ .i-fc ^''i. 'J .vv* *
Sandler bV/Bemloei diiwctor^Pi^jVcVp^
of Women, Association of American P-O.^ . 37
SdWossberg, Df, Nancy K., Office of .Wom^n itiwg\\^t Education^ ,
American Council on Education. Wafthfngton; P.O^ 167
Simonson. Joy, IntersUte AsaoclaUoiii of CommUslons On the Status
of women-i.*.^.-* ....-.•.-4:V...,v-* -
Prepared statetnentSi lett^t^j. suppl^merital m
Absug^ Hon; BeUa, a Representative in C^^ §tate of
^ Nevir York.' statement of, enclosing a repbrt by Natipnal Organisa-
Uon for Women.--. 323
Allen, Hon. Ethel, city counci1| Philadelphia, Pa., statement of ^ . . . 163
Alroy, Phyllis, Women on Words and Imaged, Princeton, N.J. :
^^Dick and Jane as Victims,** a booklet entitled— 512
liOtter to Chairman Hawkins' dated September 17^ 1973. ...... 534
Bemdt, Rita J.> Baltimore Feminist Pro/ect, Baltimore, Md.: -
'^wltlmore Feminist Project Report on Sexism and Raoism tn
Elementary School Readers/' a report entitled.............. 585
Letter to Coni^esswoman Mink, dated September 6, 1973 — 534
Cole, Katherine Wji project director. National Foundation for the
Improvement of Education:
, '^ex Rote Stereotypes Project," a report.. 180
Statement of - . . . v 177
• . . rv '
Prepared sta|ementf. Mtm^ supplemental material, etc;— Continued
Collins. Hon. Cardk<3, a Representative in Congress from the State F*W
of Illinois, statement of........ 322
Dietrich, AUetie, Committee to Study Sex Discrimination In the Kala-
mazoo, Mich., Public Schools:
**EvMuatlort Sheet for Secondary ToaU ooks," a document en-
titled 3$9
Letter to the Bbara of Education of the Kalanmtoo PubHo
Schools from the Committee To Study Sex Discrimination In
the Kalamazoo Public Schools, dated May 22, 1973. - . . , . ^ . , . 467
Letter to Caspar Weinberger, Secretary, Department of Health,
Education/ and Welfare, dated My^ 29, 1975.,---..-.^.-.-. 460
Letter to Kalamazoo Public Schools, Office of the Superintendent,
Kalamazoo, Mich., dated AujKUst 1, 1973-.- .v.i-*..^, 462
"Michigan Convention of PTA— Spring 1973," a document
. ehtitl^d... ^. 45S
''Report of the Elementary School Textbooks Task Porce," a
report entitled- 371
^*Report of the Personnel Task Force," a report entitled. 430
'^Report of the Physical Education/Athletics Task Por^e," a
tv^port entitled-.-.. J, 434
''Report of the Selected Studies Task Force/' a report entitled. • 403
Report of t*ie* Student Oriented' Task Force," a report entitled. 391
Statement by 365
''Summary of the Report of the Task Force on Elementary School
Textbooks 387
Edwards, Hon» Don, a Representative in Congress from the State of
California, statement of ........... 363
Eraser, Mrs. Arvonne, president. Women's Equity Action League,
Washington, D.C.:
*' Sex Discrimination in the Dallas Independent School District,"
a 6tudy of , ...... 17
Statementof 7
Gething. Dr. Judith, Hawaii Women's Political Caucus, stAtement by. 671
Grai^t. Ante, coordinator, National Organizatloa for Women, letter
to Chairman Hawkins, dated Septemb^ 13, 1973...... ...... ^
Hemdon. Terry, executive secretary, National Education Associ*
atlon, statement of:.... 4.^....-...... 303
Ladky, Anne. Scott, Foresman & Co,, publishers, Glenvlew, III.!
" Gutdehnes for Improving the Image Of Women In Textbooks,*' a
booklet en titled.... 477
letter to Chairman Haljvklns. dated October 4, 1973.*..-...^.^ 493
Statementof 474
Lehman, Hon, WlUlarp, a Representative In Coogress from the State
of Florida, teallmbny of — i . ^ .. ... 313
Lewis. Dr/ Charles h-, executive, director, American Personnel and
Guidance Association :
Letter to Hon. Patsy Mink, dated September 6, 1973, enclosing a
letter received from Thelma C. I^nnoh, director^ divl$lc^ of
pupil personnel services, Raleigh, N.C., along with a statementj 2S4
Senate refOlutiohs for^ 1972 and 1973 regarding womcsn's concerns- 286
McDobald, Diate, Women's Caucus, National Education Association^
statement of 229
Mink, Hon, Pat^y, a Representative tn Congress from the Si^te of
'Hawaii* " ■ " - '\
litter to Congresswoman Mink, dated Sopt^mbe* 4, 1973. u..,. 580
Mallgrafrt to CongrCssWoman Mink, dated July 25, 1973..-*-..* 680
''Major ^tep In 'Rights' Direction/' a news artlcHe enttUcki . . ^ 317
Telegram to , Conftresswoman Mink, d6ted SepUsmb^r 14, 197^ 680
Morgan, EJien. (Coordinator, Task Force on Lfnlverialty Compliance,
' Princeton, NJ;i • ^^^ r
> V to Hon. Sidney P* Mariand, Jr., fn>m ^^<)WJ dat^ Oiitober
: . Statement of « . .« • . •^«.'«i«Vw*wj^. « 268
V
Prepared ststewenJe, letters, fiupplemental material, et<»,— Continued
Murphy, Irene L., Ph. I)., Vedcratlori of Organizations for Professional
Women, letter to ChaJnnan Hawkins, dated July 30, 1973 312
Myers, Bessie, chairperson. Education CommlUeo, Hawaii State Com*
mlsalon on the Status of Women, statement by 680
Norris, Dr. Audrey, chairman. Education of Women Committee^
Association for feupervLslon and CurrtcuUim Development, Cin-
cinnati. Ohio, statement of - 170
Fatten, Hon. Edward J-, a Representative iu Congress from the
State of New Jersey, statement of ^ 361
Ramey, Dr. E^^telie K., Prof., Georgetown Universjlty School of
Medicine, Washington, D.C.t
Letter to chairman. Department of Anatomy, enclosing excerpts
from *'The Anatomical Basis of Medical Practice'* and
'^Biological Science; Molecules to Man," dated July 12,
1972 496
Letter to Dr. William V. Mayer, Director, Biological Sciences
Curriculum Study, Boulder, Colo., dated April 19, 1073 4%
Statement of ^ 493
Rinaldo, Hon. Matthew J., a Representative in Congress from the
State of New Jersey, statement of ^ 361
Ryan, Jennifer, National Student Lobby, statement of 294
Sandier, Dr. Bernice, director. Project on the Status and Education
of Women, Association of American Colleges:
*^A Look at Women in Education; Issues and Answers for HEW,"
a report , 57
Statement of 37
"Women Students: The End of Second Class Citizenship," an
article by Margaret Dunkle - 41
Saunders, Manon, vice, chairperson, Hawaii State Commission on
the Status of Women, letter to Chairman Hawkins, dated August 20,
1973 : 6S1
Schtossberg, Nancv K., director. Office of Women in Higher Educa-
tion, American Council on Education:
"A Framework for Counseling Women," a publication article.. 126
'^Imperative for Change: Counselor Use of the Strong Vocational
Interest Blanks," a magazine article 141
"On measuring the Vocational Interests of Women," a magazine
article 145
"Perspectives on Counseling Bias: Implications for Counselor
Education." a magazine article 131
Statement of 123
Schroeder, Hon. Patricia, a Representative in Congress from the State
of Colorado, statement of 320
Sinjonson, Joy R., president. Interstate Association of Commissions on
the Stat us of Women ;
"Bibliographv of Materials From State Commissions of lACSW,"
a survey by States 243
Commonwealth of Pennsylvania, Commission on the Status of
Women, statement of ^ 255
"Eliminating Sex Bias in Education," a pamphlet 260
" Governor*s Commi^ision on the Status of Women, State Capitol,
Little Rock, Ark,," a press release 256
Letter from Shirley Bndge, president, Seattle Women's Com^
mission, dated July 18, 1973 - 260
Letter from Mariorie Ruth Moon, chairman, Idaho Commission
on W'^omen^s Programs, dated July 16, 1973, enclosing an
excerpt 262
Pittenger, John C, secretary of Education, Commonwealth of
Pennsylvania, memorandum from 254
"Selected Resolutions— Passed by Third Annual Conference —
June 15-17, 1973," resolutions. 242
Statement of 240
Wilson, Cristine. chairperson. State Commi,sslon on the Status of
Women, Des Moines, Iowa, statement of 257
ERLC
^^^'J?^'*' * RejpreaentftUve in Ccngtm from
the State of C^omU^ Wlm^^ 321
Cofigresa from the /
Stat^of Missouri, alat€mentof-.-..^_,.„^_,,.,^^.,, 322
^^clatt^'^^ coordinator of research, Coniiectlcut Education :
Letterto fchalrman Hawkltis, dated Jul^ 304
, Statement of---- i.-*** ^ ^ 305
Wester velt, iither M., dlrecto^^ InHitutlonal Studies, SimmooV Col-
lege, Boston, Ma8d,) J'Pemln}nity in America
fluence of Education/' an article entitled 572
THE WOMEN^S EDUCATIONAL EQUITY ACT
WBDKESIWtr, JVXiY fi5, 1073
SwcoMMHTBR OK Equal Opi^oirtuNtrjEf
OF THE CokirittE ON EpUCAtlOk A
The subcommittee met at 10 a,jn.) pursuant to n^tle^^ room 22eit
Bayburn House Office Bwildinjg, Hon. Augustus Hawkins (chair^
inan of the subcommittee) pmidingrh^^^^
Present: Repi^etitetjives Chi^hOlm,,
A nif .T. ta ftnthorti« th» ^ttUtf Of &e«ltb, S^oatlott. tftd Welfare ^. CHke^yrtnti to
. J^SftiV WttW^^^ »n« ^r otlier Ut^ e<lti<Jftflo>iia pnfpoi^*
J»0 0 enacted H ih6 Seii^i^ 0^ EdM of Bep^
Seci-iw 1 Thls ^ct Say be dted as the •*Women>.?Muca,U6nal B^^
geo. i (a) The Cohgr^w hereby find* aii declaijtf th^^^
eoltVal aad ethiiic grovpe and Uodt tJieU toU pertt<?lpattoii In American
^bf It ie the imrtK)^ 6i thUj Act, in j^^^^
^meii in this eount^y. to en^utawjh^ g^JSte^SfS^^L^llJS^^
cnrricalnnA J to deihonsttite the uae W itich <*orrt<?taatt# ^ j^^^^X tdJ»W
Btatertala ahd otb^r Infonnation tot lM in,
N4^tlon{ to pifOrWe tril^i^ lfr?p^ m
|)er6onneV *outh aii4 Wdafi<^ c<)>5tis#<>r^
dnstri^land
%M local
youth AM waapce cenns^ors, <^iDMiiinwy i^w^^
rid business W^ti i<^ve^
«na io«n l^el t tp provide ?0t the plAifefe^ Cf ^ 1^
provide for couMntinlty ^ncatl^h pt^i4« i b preside pWvgrt^^
roles, and oiSlWtie^^br woii^^^
aratioti and disetnlnatlon ot material f^t m
(c) Nothing In this Act shat) b^ ccftittii^ ai prohlbltl^ ?a^.^wn P^rti<4patlng
on Women's Educational ProgrttiM Ihereto^
consisting of twenty-one fisembers (incladlng not ^t^an twem, wowgi)
appointed by the l»resldent The Coabcll shaU cenMst <t^,t^t^Pfi P^^yt^^:
resentatlve ot the public and private sectors with dde regard t^ their Wpvledie
and experience relating to the re}^ and status of mm^ in ^mm^^i
and with due consideration beltfg ^^^n to^ geographical wr^^
Director of the Wcwnen's Bnreaii in the I>epartwcniqf la^^^
the ClHsens^ Advisory Conncll on the Statns of W^en. and tte director <^f the
jOeirttrtment o* Health. Bdncatlon, and TV'elfA£e*^ Won^^^ Pf5g?S
i^erfe as ex oiBdo members of the Council tte OouncU shall be provide^. With
adequate staflt and faculties to carry out Its dnties as preserfM by this Act
Phi^L^* l?'*'^!'*? *Pl»lnt one member of the Oouttoll to Serve as Ha
S^ti^*"' ^i*^ C»«J"aAn flwU be compewated at a M^e not to excLd th*
' pewauS^ 'Zt'^hSf^ffffiL" ?^ serve without com-
- - thia^kt. aad operations of, programs asalsted under
(8 J develop crtteria fov the eetaWlahment of program pHOrltlea i
thlltttfirW « '^»To«rauted under
.riiU«XtS^^ the pro..
the^lni^^LTSlt^iS'^'l*''*" ftdvlse. review and make recommendations for
iSsmanS?'^* ^ '^'^^ nMt a Ay^SSuonf
AW ««tion shau ho
prffiaR?%t3?^"^" PWwS conceraiftl wonven. indodlw apodkt
' ?i ^^^^^^ i^i dlstrlb^tloiS « initeriaU ;
fJ^iU^^i^SL^\S}3^i ^ J>nd orMofee and employ pro-
:* (14) f^h^h and detelobriieht <it brAmm* nfmM lif ainlt»*
profettJonalj 6# both ^tH In €da^aH<mal Inititutloasi ^
r
(16) mining, eduefttl(«ial, and employment progmnts for unemployed
and underemployed women j and . \ i
(16) research and development of programs aimed at Increasing the pro-
portion of wom^n In fields In which they have not traditionally participated,
(d) In addition to the activities specified In this sectlwi, such funds may be
used for projeota designed to demonstrate, t^t, and evaluate the effectiveness ot
Any such activitiea, whetlier or not assisted under this Act - ,
(e) Financial assistance under this section may he made available only upon
application to the Secretary. Any such application shall be submitted at such
time, in such form, and containing such information as the Secretary shall pre-
scribe by regulation and shall be approved only if . ..
(1) provides that the activities and s^rvice^ for which assistance is sought
Will be admlnisetered by, or under the supervision 6f, the applicant ;
(2) describes a program for carrying out one or more of the putpoe^ of
this Act which holds promise of making a substantial cortrlbuUon toward
attalniug such purposes; ^ ^ ; 4, i * ^ .
(3) set^ forth tbUcles and procedures which assure that Federal fupds
made available under this Act for any fiscal year will be used so as to sup-
plement and, to the extent practical, increase the level of funas that would,
in the absence of such Federal funds, be made available by the appUQftnt for
the purpoees described In ^is seclign, a^d tft no casfe supplant such funds;
(4) sets fortli policies and procedures \yhlch Insure adequate ieyamatloii
ot the activUies intended t6 be carried out under thfe application J
(5) provide© for such ikal control and fund accountlnir prooedutwi as
may be necessary to assuire pr(^r disbursement of and accounting for jFed-
erat funds paid to the applicant under this Act J ^ ^ ,
(6) provides for making an annual report, aiid stich Other reports, In Sf^cn
form and containing such Infonnatlort, as the Secretary ihay reaftonahl^^
quire, and tot keeping such records ahd affording such accesa thereto a» the
secretary may find ueces.«<ary to as^re the correctness and verification bt
such reports; and x , \^ . .s^.
(f) For the purposes of this section; the Secretary shall require evidence that
an organlBation group seeking funds shall have been in existence ofie year
prior to the submlssidp Of a proposal for Federal futids and that It shall submit
an annual report to the Secretary on Federal funds ejcpended. The Secretary may
waive such one-year existence requirement where it Is determined that an Orga*,
nizatlon or group existing for less than one t^r was formed because of policies
or practices of a predecessor organization which discriminated by sex» provided
that such organization or group meets eliglbllty standard^^
(g) Amendments of applications shall, except as the Secretary may otherwise
provide by or pursuant to regulation^ be subject to approval in the same manner
as the originaVappltcations, ^ . / m ..^
S£o. 5. The Secretary, Ih cooperation with the heada of other agencies With
relevant Jurisdiction, shall insofar a^ praeticable, upon request, render tech-
nical assistance to local educational agencies, public and private nonprofit o^ga-
nisattons, Institutions at aU levels of edaeatlo^^agen<^lej^ of State, lo^l, and
Federal govemmMs arid other agerides deemed by the Secretary to affect the
status of women in this society. Such technical assistance shall be de^j^rned to
enable the recipient agency or institution to cany on educaUon and reiatedJ>ro-
^ram^ concerning the status and education and the role of wptoett in A»erican
society^ ^ ■ ^ ' f
Sec 0. The Secretary is authorized to make grants to, or enter into contracts
with, public or pritate nonprofit agencies, organizations, and other Inetttuttons
for planning and carrying out community-oriented education programs or proj-
ects on women in American society iojt the benefit of interested and ^concerned
adults, young persons, ethnic and cultural groups, commnnlty and businesa
leaders, and other individuals ond gropps within a community, Such programs
or projects may include, among vither things, seminaw, workshops, conferences,
counseling, ana information services to provide advice, information, or assist-
ance to individuals with respect -to dlscfiminatton practices, and vocational
counseling, and will Include information eenteri^ designed to serve individuals
and groups seeking to obtain or disseminate information, advice, or assistance
with respect to the purposes arid intent Of this Act . - ^.
Sec 7, (a) In addition to the grants authorized under section 4, the Secretary
from the sums appropriated therefor, shall hate the authority to make grants,
not to exceed |15,000 annually per grant, for innovative approach to woiaea'a,
eduootional prograiris.
Rir
p«t>OM\i iT^»)nitted by ofgftnlttktlot* and ilroopa imi^t this Section bbttti
of this Act, the S«!CTetft»y Is autborlaea
,t to utlliw the seWcM fn^lfU^ of any fcgescy of the Pedeh^l Oovirnment and
• Of ftny other pnblio or jprlttiW agency 6* insHtlrtlon la acoord'aiice Wth appro-
? £»J**^ ?««*n»tat«, and t6 |>fty tot such serrtc^s etthet in idTanw or by ^y of
^ff ^ ?^ ma- m Sertetkry shall pnhHgh ahhuaUy a
■ ^i?L^*^'*^l**i*^P*^*'5 -^^t- sh^H distribute
such list and de«rip«oh to Interested Wncatloaal Inatltntlotw, dttsens* groups,
J»^1t^^i'S'i'i^*^a®• Inst tuiloM or organisations and IndWdnals
invoited tn th« edttcatlon. status, and role of womeA.
\l^mirxUm«i this Act dsay be aide la installments an4 In adranco
or by way of relmbttrsttoent, with necessary Adjustments on account of pre-
ylousiy made OTerpayaepts or u«derp*ymehlS. ^
'nellies (In addition td the ser-
eral States of the Union) tha CommonweaUh of Puerto Rico, the District of
Sh^Sflc'lSrij?*^'' Samoa, the Virgin Islands, and the Trust Territory
tt.^5P' "^^ j? authoHeed to he appropriated riot to exce«i *l(j,000,000 for
'ortbe fiscal irear endfnnime
pttrpoS^ofStaAS^ * * "^""^ tarryU^ out. the
Mr. Hawkins. The Subcoiiamittie on Equal Opportunities is called
to order. -
The^heArlng this morning is on tlie Women's Educational Equity
Act, H.R, 208. 1 am very pleased that through these hearings the sub-
committee will examine the issues of se jt d^rimin&tion and se? role
stereptvpes in education. The tremendous impact of education on chil-
dren s life chancer is clearly established, through schooling, children
to perceive their own worth, capabilities, goals, and limit;»tions.
uut the schoo! can also be an influence in limiting opportunities and
restricting individual growth, " , .
I want to commend Bepresentative Patsy Jfink, particularly for het
leadership and innovation in sponsorbg legislation to encouiige now
approaches m education which will do away with tho stricture of old
stercotypea.
ik *^'»«» *o ^f^Jn. w^8t we anticipate will be a series of hearings
that will commence here in Washington, but which will take the com*
mitt^ across the countn* m vanous places, I would like to have our
esprcssion at this time. I will
call first on Mm P^tsy W[inV, tii,6 , author of the bill, H.K. 208.
Mrs. Mink. Thank you very much, Mr; Chairman;
*%} ^[^iSriiu^ ^^R'*^ personal appreciation to the chairman of
tte 6ub<»mmittee, Hawkins, for making possible the
inauffuratios 9f thwe hearings. >hjcK I believe wljl have aTery pro-
fom effect ujwii not only the coiirse of education in America. bufc>
be the driving force toward tlie aooompUshment of full equaJ
opportunity m this country. - .
V Sui''^- % wom^ii has, as.its ultimate objective •
^wholly promise*.
; m Women's Educational Equity Act will provide such practical
;^irection through teacher frftinirtg, currictilum development, com*
munity programs, counseling;, and other rneans. It will confront se:l
bias, in testing, vocational training, and in the hidden curriculum— the
rituals and roTea of school
But mo&t impoi-tant, this legislation seeks to do away with the whole
concept of sex role stereotyp
A few days ago, I ran across a Gallup poll in which parents were
asked, "If you had a son, would you like to see him go into poHdcs
as a life's workf^ Son, not daughter, not childj just son. Why in 19Ta
is it still eon0eivabie for a national organization such as the Gallup
poll to contemplate politics in the public concept as something whicit
18 still strictly llmitea to men? /
liet me>ead to you from a children's book, Glad I Am A Boy,
Tm Glad I'm a girl," by Whitney Darrow, Jr. This book was published
in 19t0. not 1930 or 1920, but in the year 1970. lAl im just show you
somo 01 the illustrationi that I think really go to the hei^rl of w^hat
this legislation is attempting to achieve.
Her6 is a picture in the book, "Boys ar*e doctors, g;irls are nurses."
"Boys ai?e policemen, girls are meteimaids." **Boy8 are pilots, girls
are stewardess^.*' And J am sure my colleague, Mrs, Ghisholm, would
h6 interested in this, **Bojt3 are Presidents, giris are First Ladi^."
"Boys can ^t, girls can cook." "Boys invent things, girls use what
boj^ invent."
WelL that is an illustration of what our problenis are in school. I
think tills book shows verj' vividly why in 1971, according to the most
recent statistics, only 2.8 percent of the lawyers were women and
only 7,6 of our doctors wero women. It shows why there is still no
woman Justice on the Supreme Court and nb M^b^er of the U.S.
Senate is a woman. Boys are expected to be strong, aggressive, com-
petent, unemotional. Girls are taught to be submissive and dependent.
The hardship which these stereotypes impose on children is perma-
nently daniaging and in my vieyp more so on boys. Boys ate expected to
act out more and are therefore subjected to more discipline in school.
They fire ptodded to succeed, often beyond their intercuts or capabill*
_ ties. Few parepis have (mv apologized for their daughters who ajd not
examinations, bitf thet^ ai^ leg^o^ who have
to apologia foir sons who fail to go to law school or medical school.
The school system is but one aspect of society and cannot be held
wholly sponsible for attitudes toward se^ roles which pervade the
whole fabric of society/ Education is the most organized ana systematic
agent of socialization. No other activity except sleeping occupies so
much of a child's time, 10,000 houi^ by graduation from high echool.
(School does not have to channel boys and rls Into separate acti vitie^r.
There does not have to be a biased and prejudiced curriculum; The roles
in school do not have to sharply differentiate between boys and girls.
It is the job of echicatlon to prenare children to meet changes in
society capably and intelligently and in accordance to their individual
needs. Most females in school today are going to work outside of the
home a good part of their lives. They don't spend their lives in kitchens.
The stereotype of adult women encaged in aprons and children is less
relevant to the experience of children today.
It is important for children to have models upon which to shane
their conceptions. All too often the rigid role stereotypes taii|?ht In
schools are reinforced by the authority structure of (he school Itself
ine uonfltre^ Doy$ are not aivrays im chairmen and gim th^ memwrs, . }.
nejtt betfeoh whom I t^ill introduce is our distTniruifeh^d iVi^mbef ' ;:T
;J^<,:.f rem York And I am quite ^ut^, that if the semofity rule did n6l i
I am m; .
:^t^4 J>r^vftUi $l)iv probably would be chairman of the committee^ but 6enior^
W^Afi. ity and not 6©Jf In thi^ instance was a cbntroUing factor, ^ • ^
e^^ ' rMrs, Chisholm.
Mrs. Citt^itoi.M» Thank you very much, Mr. Choirmani .
_ _ ^. ^ really
have an opportunity to make pubhc statements about what has been
.t.., ^ . ... . . ^1 11.^.. with respect to the
The first tvitne$9 is Sirs. Arvonne Fraser, president of the Women's
Eaulty Action Leagiie, Washington, UC.
Mrs. Fraser, it is a pleasure to welcome you before the committee.
Your very distingjiislied husband is not a stranger to this committee,
. He certainly is doing a tremendous job in the Congress, in the House.
It is a pleasure cerlamly to have^ou as a coworker m that family pre*
sent your views before this comtnitee this niorning.
STATEKENT OF ASVOimE ^AS£S, FBESIDENt, WOUEN'9
EaillTY AOWON lilAOim/ W
Mrs. Fkasm, Thank you, Wr. Chairman, members of the committee,
I am delighted to be here. This is the first time I have testified. I have
watched my husband occasionally. So I am honoi^ed that 1 came to testi-
fy' for such a bill. I come as president of the Women's Equity Action
League, a national women's rights organiaation pritnhriiy interested
in education^ legislation, and the legal and economic rights of women.
I have submitted copies of my testimony. I have brought with me the
whole <^Study of Sex Discriinination.''
Mr. Hawkixs. Mrs, Fraser, without obiectioJi the statement that
you have presented will be printed in the record m its entirety at this
point* I see that you are summarizing and departing from the prepared
statement, but the statement itself still appear in the record.
[The statement refer retUo folio v^st]
LfcAOuii (\V13AL) , .
1 have come to testlity ia favor of tlie Women*s Edttcatlonal Eaaity Act both
69 President of AVBAL, a hatlonar tvoiiien^s ri^bfa 6r^nUafloa trfmarlly In-
terested Ja education, le^slatlon <in4 the legai and eeohomid righted? women, aiid
Ai* k mother of sit cbjldren—four of theto daughters. My children attendt^
i^hools her^ In WasWngtoh, in Mlnrieftpojts, aM fn MOtttgohaerjr Coiiiity, Md. 1
rode a school bus_^from kinder^rten through high school arid theis went otf to
the Unl verity of Sllftiimta, ; : :
So I come to testify wlthjBOooe t^ifS<>tiid einperierieie w|f various kinds of £>nb.
Jlc achools^rural m^t ^*ty:and io^
pubUceddcaHon and to equal opportunity bieduoayoa. ^ ^^^^^^
Free* public educaHon is oiae 6f the tsnderplnntti^$ of Am^Hcao deuaocracy and
Jt 14 ap liapofrtapt f actoy lu out economy* , . .
Our public scho$4 syst^ni ig g:6<>d but It la not perfect. It need$ Ji»j>roreu3ent
Our edtK^tlonal Kystem h^s given boys and men first place lotfg en6tigh. tVa:^
dUlohatly, we bav^ looked i»/< the educatlwi <rf girls as a itud of life liwt&ahco—
Bometbins they need "^u&t in case^'Hust In ca^e. their husband can't support
them/ in 0^80 they co**t And a husband or In case they fte^ to support them*
selves while looliini^ tor a husband.
It is WEAI^s position and bur goal through this leglslattoti to help educate each
and every child— male or female^ rich or poor, black or white— 1<> be self-su&cl^n t,
self-confldent, and capable of self-support.
>Ye want childreij to be edocited as individuals* not as ai^gned members of
a group. We believe that It is as bad for any teachea' to look at girls as only
future wires and mothers as It is for teachers to look at certain Rld5i and de-
cide they are never going to mr^ke it so It*s not worth wasting much time oii
them. Both attitudes are wrong and not to be tolerated Ixk out scbdots.
And although WEAL has been noted primarily for it3 work Jn higher education
(we are the group that has filed charges of sex-dlacrin^tnuti^Hi against oter ^
collies and universities under Executive Order 11246 as amended), we have
realized that working at sexism In higher education is late. Dtscrtmlnation ia
edueatlon starts in kindergarten. Therefore WfiAli Is how working on elemen-
tary and secondary education and on vocational education.
IrWt U^t st^tls^M t^m show that most women (ont 90%i work oti^lds tsf*' " ' •''^>
^'V'^ y**!''^';?/?!' <>i^««f -tW M th« ^tftneft over le years of dge are in thi Km^-' . M^'^I
fet^ • J *f<J?/ th^m a)r« mftrled Mtd m«iiy hare children under 18. More' thaa ^ J
m«W bare chiWren un^er 18. Mor<> than tbV' ' A
taotiiers yfhp vtotk. (jutalde the home,*. ^ T * ™ ' /v^
Mothers. Their do muoh mMt^ Th6» av^ WAiwji.i J ^'^^
fV-;-- 4, ^^.^t^h^^ accurate, ^, ..v^u.... w sxpect luue girra to
' te«^5*Lte«.Wl«.l«'^^^^^^^^^ » A??cb m^ ^hw^a^e"wofwr*^t
iyh<^ do w atpatire Jobs at k^piog hous^ ana th^y ^ajov it That i$ tbdt ^
choice atd I rcgpect ta^m for it Btit that does not mean that all woioea ahoHid
assl|pied to housawork and caring for cbUdten only, nere'8 much more to a
wotL^n 8 Ui6 than that« ^
Bering and raiatag AUdr^^n takae only a r^ry small paH of a Woman's life
thes^ days^n toe avjraga about 10 year^ from the birth of t^e first child tinfU
the last child goea oft to a^hool. And ten yeari^ out of a woman^s life Is notli very
long tlm^. My own grandmdther Just died a year or so ago at W. She bad ^
thirteen children, Her Ust cblld went off to kindergarten some 0 yeai« befoiie
, ^e died, 8]>e fipent-eten yitk kW^-^more years of her ilf e wotMng o^Wd
Our Reboots mnst begin to dc^l ifrUh the reality of peoVle^a Uves, hot vlth '
»ter^tyM<>**M€aiif^<N>n^^ vi
In ou]y 2a occupations, most of them were exttnMous of l^Q^sehoW labor— cook-
ing \n a sctool cafeteria, for example, 4^,;,, «^
"Fathers solve ^roblcma fot everyone and frequently participate In Joint ac*
^^^"M^thei^ lK)wV/er,^Varely have a Hfe'apatt ifrom hou^ewoi-k, ^eld m leave the
kitchen, ana aro more likeJy to woW. than play with their cblldrei^
And tJen the article points out pubUfher^ ructions: < ■ \,
. "Macmlllan plana to use i&ome artwork in a few of it« readers , .
**Bank Street Publications chalrnian , . . anything new we write, • , , v?eU,
try to improve the balance between glrU $W boya . . r» ? . . i
But the pubUaher$ complain that Jt take<> '*hal< a tolUlon dollar to launc^
a new series, and a few mimon3 more befote the publisher makes a profit , , .
No one is willing to drop, or do cOtopleto overhaul <>f series, which now exl^t*;^
Changes iVlll com<^b\it over a PeH<^ ... f..t..^i.. x# ^^^a^li^O^
'Iff
prejudic© against lemaie^ in cmiar?n» mvmiui, jl^^, f^cjr |/v*uu>.ym ^iiu w*^^
^^'*0na^S©^ril^4t^ t^nt kkn^wle^geta s^X P||i«<H^£<4:?C^
m children's books was made by the well known anthropologist, John Homtin^;jj?j,'y5?
K ^ «*fteflectlng ^ poorly concealed bias in American society, centfal^b^i^f^^P^.
^ V; ,ih th^ storlei^ aro male nlore than twice ,aa oJt^t^n ajs, they are femAi*^- Sur^lir., .
hlr^h^^^ ,^^er>>jUe< that .<>^^^ 1- —
other, even if that l$nt the only, way M 6siM - .
girls aro pictured as kind, timid, i&otire, iinamMU<^*^
The school re^d^rs porti^y males aa bear^rd of know!
V . atsoa^ the persons through fpbo^n toowledge reaches a vwuv. . - r ... ^>vr
. > «spme 6f the other : r^nt tettbookii adopt^ i>t J«£^,^«iended . *or s^pd
thw^ih sltthgrado t0 CallfofPJa Wer^fe/aM^fJ^ by,^^Il^^/OaU;Ann Tin^^^
4nd our w^mnattk In th<^ bdbfcl at lea*t ?5 per<jent oi the main iMw^^^ip^
^remale,';. ' ' ^ ^ ^ - --'^ ^' > ■ - - :^^^'^':^^<f
than girl^ In the Oa^tfomla textbooks rth^ boy fixes bis bl» *tta Ujrm^^
thi kneeling girl admires hiin) the boy shoots h baiiket, while the girl tjle^ v C
mioses,----' ' ' . z^-':*" T 4^\/:.v^;v:
known to 1^ toopMftr vrftA boy¥. She made two obwmUoiOi! '. ♦ . the sweei^
Ine somethS^contradlctory' Incidental comBiento atxmt the female wx, and
'the fart Sat the glrtfrtwids and mothert are almosjt always ttnreal eM W Utt-*
ii^B^nt chlradetni^ftne^lmenslfttol. W^^il^^A «"l.«'H4.^»tfA^M^^^
In«— while eexnajly neutral chawclets, such as little alstm And old ladles,
ail most oftlfa weU cdnce^ted and UkcAble.' . . : q6od old Mom, on t&fe other
hand often" I, depicted an 'an InMpld Iftdy who iluttets around chronlcaOy
wrrrlng and Inwel^ commenting.' f . . Acc6rdlng t6 her literature,' a feniale
hTs no alternate Ufe styles, but Ures in a Umlted world with no control oter
Ubrfrj BnlletlD, 0«tob«,', WTl, p,,i6T-iT6. (th* bttHogrtplijr »t tli« tad of tbU <ru«i« u
pictm booW wh ch bai^t^Hcfd (6 oft
pKhJi^ oi itoiii^^i Wfari^g Aproatf . , . l-f )^ *J
>• P^^^^ K ^il motbets wort and m '
t . . IttftiSji? studio IftdJcAte Ui$t there itr<iot on^ wenUon of ^ workicg mother fn
tte Mrttcolar Ktoop of boojk^ Reviewed , . . A^a ft notable dl^crep^act u the
Sdnk 8&fei ie«kfer^, a deH^tf argued for the ijJnet-clt> cbjld" in tbelb^^
l» ^own M & working motier^ a Woman ^io serves la
: i^'^^ it^^ ^^^^^ atialyaU, of Mai f^mm textbooks, jnea m
^i'-^ ^-^^^L^^^ dWerent Jobs and fv^mea In Wtban :
"^"^ri^:^ ^^^i thirt}' jobi^ wj&.men aerte pe^ople or help mti to dc» more
WoA reqtilrei more ttalrvltigi men dlre<^ people m
t^^:M^J^yf^^'^J9 P?ace9 mH 4ed8lon$| at meeting^ men are alww
^},f^^ meh make the money and are the most Important members of
?<'^f>i^^rBL^^ '^^^ men .and wom^n working together or feeen in
fif '^Begardlttg prof^lonal per^A« depleted In chiWren^s books, Heya polatft
55J,*,f^^^^^^ f/^i^HB m tii^ flel4 of health and^edlclne7Xout
VVr; ^II^"^^^?* ^^^^^ portrayed a$ a white male-^nnrees and recepUonlsts as
|:e ' ^^'U;Ren and VincenJ report that. (JnV6^ the Catitomla textbooks gave an ac-
'i^?- ^L^^?"°*^ PlL^^ aiM>ear« to be little more than a helpmate for
5^'^"?r^?^ ? • V itlastratlon whloh accompanies th!a section rein-
s'- tZ^ ^5^L^^''l^^5^^* ^^^^^^^ I^^^^ »^"<i'y ^^m around
bfr buftband^s shoulder wbile he and another dUUngulsbed geatleman loom In
v^. ^the/or^eground engaged in serious dialogtie/*,.
■ i"^ ' ^J*??^ little »«53 Mu?(et syndrome, which depict^ females as helplesa, easily
V:\ frightened, and dreaafnlly dull^ OCenra over and over again In the literature. If
4 :h one compares thla image . . . teith the potential of women In adulthV^! it be^
/ com^ both male and female have dilBotilty In partlcipa Ing in
eaual sharing dialogues at the professional levfel. Males who have grown up
learning dialogues such as are in children's books today are not able to llslen
vy^ ; to a female in adu t life, Ma!ea paralyse nhen a rare female makes a' construe-
• tllw^)?£i^*^^i^^M^^^^*?/^"lH^ ^^^^^^ not to. take their share, or hold
^'r' ^\^\^ ?wntn deci^otHmaklttg interchange. There are no linguistic models in this
y;; early Ht^torj for femalea to Uke active parU In the dialogue nor for males Uy
. respond with dlgnlfle^ acceptan<^G and. a wfiUngness to listen . • /
-.L^^^® made extensive <juotes from Dr. Key's article but she and tier com-
mlttej sorvejrfeA iMoet^ of the vto^k donf np to the time of her publication an^
p^, therefore It Is ar» Important, pi^. It states tjio case for the need for new ma-
^i^^tenaiA HQw^caag^jja^erg^irom-fichooLwlth^ny self-cbnlldence or much self.
i^Mvi^^ ^^f^^ with that kbid of image portrayed In, their texts? .
^rv>- Ann Arbor Coimlttce to fcUmlnate Sexual l)lscrtminat(on in th0 Public
fe^ v- M ^iiath and readjng books nacd it^ the elem^^nUry grades.
^l^^ ^P^* <f t with HpU ha4;'fa rly adequate racial repres^ntaUop
<j^^ but are totally rigid r/ith regard to. maMemale mcn^bersbip, partlcnlariy In thV
6f oocupatlona groupings. Men may be do^rs, astronatit^ chefs, police-
men and firemen while Women may be nurses, stewardesses and waitresses.^^^hfe
study goes On to point out that It Is n6t <mly adults ^*ho are ♦'stereotyped ir
mth book plcturea » • . bOy$ are active . . * nx^ and play. Olrls t^nd t6 stand
and smile sweetly afid Jump rope.»> , ^ , - i,v^«^
Vt.*"^^*^*^^®? * 1^^^ faculty women led by tenore Welt«man of
- ' ^mpUed material for a paper i^ad this fall at the Amer(ca^i
.^4^1 §«^^Josicai A^IJ^^^ Role SocUllMlion in ^kture-
}T^:. Books for t^^Sch^l OWldr^a'* 'Aef ei^amined award-winhlSTchlld^
5?/, as well as th^ Little OoldU jBw^\
^ 4'. aecordlttg to ewrts, anct iAm.case ollinittle Oold^aTfto^^^
^ / ^eltsman and Ver group discovered tbar'^lJosl chlldren^sra!| ^lafenfbo^;
i^i^, > .ttien, and male animals and most exclnriyely with mi^ adyentt^rea•*^^
— ^ ' ' ■ ^ ' \ < ^
^el'^ - »1.^L^^S ^a^^iJ" ^kK^^^i,^<^^Ji*^ ^^.^ 94Mnty of OpporttiDity for MaIm
llil
11
the &ftmpUv6f C^ldecoH winner^ and riitiiera up they found 261 pictures o£ trialea
compared to 23 ct tmkl^ Ttls cocies out of an 11 to 1 ratio. If animals with
sexual Identities are Included the blaa Is evea w()rse--95 inales to one female,
Ibid past w nter I wd3 asked to aw>ear on a TV ahow here In Washington to
talk about children's readers, 1 decided 1 needed some props so 1 asked my 10-
year-old to bring honte some books. Her principal c<)operated by sending home a
variety of readers. Though I was mentally prepared to have the above findings
cotiflrmed, I was actually shocked. Every n^Other In the piece Was elthei' Incom-
petent or stnpld— little boys were always helping them out of trouble. Olds
couldn't do anything right and were constantly insulted.
Boys were the smart ones and had all the fun. Husbands drove wives to the
bus stop so they conld go shopping and.motheirs always wore aprons and did
dishes. Girls don't come out either aelf-sufflclent, seif-confldent or capable of self-
support These readers are about two generations behliid the times*
The need for new teits and materials is obvious. The pybllahers ^idmlt they
aren't going to do It— not until it becomes profltAble and the old books are worn
out, hyen If bnblUher* were interested in doing non-sexlst textbooks, I hare
heard It feald by educator^ and admlnlalirators that It Ukes about five years to .
^ «^riter to child. At thiit ni^ If the wyitter wa<> forking K
^ ^ mih^^tth grader m high school
the h gh schooler in college or out Working before the text got to clasS ^/
This Jd.why the bill before yon calls tor development and dissemlnaUon of?
ne^ materials. We do not have time to Wait for the pHyate sector to Arid thei^ V
prodtable and produce them, «i:ui ^
Teachers need 8uw>lementai7 materials and tl^ey need to be taught how to m
them. For I fear not all teachers are as creattire or as awAre as Ms. Anne McEvov
Schmld who exp alned in a recent issue Of American Teacher • how she developed
her own nOn-sexist curriculum. * , . , »^
, ^ 1**1^ used with my eight and nlne-year^ids this school year
include Ubrarjr book?, textbooki^ newspeper and magaslne pictures and artlcJ^,
a flannelboard story 1 made, and other devices, ' '
J^Methods vary. 1 have used stomelling» a skit; discussions, creative writlDg, and '
otbera One method I have found especially enlightening is critibl$m of eilsting
materials » * » \ ^ ' ' ' i , ^ . • ^
; '*We had a lot of fun the day I read mat Will I From A to a sof t'<Jovep
career guide for primaiy pupils' that sh^» vr^m^U peri!orming Mx out of 80
Joh&t homemaker, librarian, fifiri^, ofllce: worker, teacher^ and vioUpist in the
discussion that followed, we decided which Joba could be perfon^ed by women
the possible exception. 0^ could and
S^fo^nteodSj tffiSii^^^^^^ "f^^l
^Wblle there are tpinf a^eclMe letson^^haf ^ti and imist be drawn W and'
ttany «^tertals alr^d; obtalnii^le th^t &tl§t> cbfel^iW Wm Wto ,
1^^% wjM^Hal to be' produced. The 'Mlii
5^?^** W^*^ ^ extended ♦ . . Wd h^ id^ho^ts -
and trade) ^ aijd it isn't jjolng to happen overnight ; . . ' • V^*
•'Unfortunately, there geeUis to a dearth of tisual aids, X hate yet to see
a Doster-sl^ed picture of Sn^n ft Anthony, and ifhUe 1 was able to get a b^utU
^<L^^A H^^ll^iTl^^h well.kpwn abolitionist m febTnlst; It Ms
^nly because 1 happened to b^ In a sdiall, pu^of-the-way bool^tore and siw It
there. l am also unable to get big pictures of wdmen doctors and dehHsfs auftabie
for wall or bulletin-board display along with a reminder to vUIt your d6ctor or
dentist twice a year or whatever. Pictures of ^^ornen doing ^ob$ formerly done
by men are sorely needed for display in elementary schools. It Is our Job to
provide suitable role models • # .
/'Femli^sm In edocation is more than material} it is a point of view and an
attitude that permeAtes the entire curriculum and affects nearly every aspect
of teacherpupil behavior ... v / kpvv
**When deyUIng worksheets, uae non-sexlst language. One rocabulary test I
made this year had this sentence in 1 1 : father hustled after baby as she crawled
toward the stairway.' And 1 don^t need to teU an elementary-school teacher
What an obylotts w^rsal this Is . . . ' . V "^*^hv?^
lntHoJl?a PoWUhed by the Amerl^ta Fe^erttloft of Teachtr*. Wuh-
Jlf.:^!' Advenim of m Am^rk<^n Peppte ^Raa4 McNally, 1972), A hi^liy.> ,^\fi^
t'V school hlstoyy twtt 5 ^ ^ " ^ . r'^M
' - ** ^In th6 wme year he we4 a aidtant <?<>vi^ln, ttie gifted and eneri:eti6% vf/
Blenflor Roosevelt (She wa?f given li^ marriiige by her Uncie Theodore^ ^^^-I^Mm
President of the United 6t|ite8, who had come from Waehjmrtom for tte Wl^:^?!
m
.^v * oecasloa)' ^ *
^ ^ " . ♦ and he and Mr$, Booeevejt showed warm eympatjiy for people of
' \ ' thla mlpotlty,* ' ^ . ^ ^ ,
the Pr«8tdc>ftt and the attractive Fifsi Udy, Jacqueline ("JacWe'^)/
'Especially to lure wpmen lute the growlni^ atsdlence^ new8i^i^r|^
13
tuoitles and options for ftU cblldrert, And programs, fello^sblpd, confmnces,
st^mioata and instllutea must also be dmlopod to wojk out new course materials
\and <*orrl<;tilum showing tbe positive contrlbmlons of women to society and the
K^allty of womenV in the p^st, present and future, /
'^Oor teAcher trt»lnlng Instltutlotoar niUst be encouraged to de-sex tbelr courses
^ttd curriculum, bringing w6men Into the mainstream and Into equal partner-
ship in education. They must Quit <*on8iderlng teachers (female) as the servants
of the system and adrolnistrators (male) as the executives and policymakers
for tbe system. First priority should be given to educating children,
VOCAtXpNAL AKO OAJitEA tOCCAHON
A major goal of ^ucatlon is to prepare the Individual for the worji ot work-^
inside and outside tbe home-^and for a vocation which will make that individual
<^al^Me of self-support . . .„ , ^ . d
Po.pe^itle work and the care of children is socially valuable and nec^ary^
work People should be taught to do tt well and have a respect for It, tu be able >^
to take care of food, clothing, and housing is a necessary set of skilly All chil-
<J^en. should hattt tb^se self-sufilclency skills. This meajis th^t the tradltiohsliy
seituaUy-separated course of hoine-ec and shop. or industrial arts mgfet be inte-
grated and updated. This is a machln^orl^nted society and both boys and girls
neod to know how to bpe>ate aud'tl^ke. caf^ of m^^hlnes. Bois and girls, also
to know aom^tblng ^ihojut tbO purchase 4nd p^paratton of fpod,* ^ .ethlng
about nutritlorf, the care of thfel? dothln^r ^ ^^^^^ «P ^(^^^ tb^'n^lm -
Consumer education is also ne<^e$sary in ttis W whe?x \^e buy ev^rythUiA^
Typltig is a vatuaW«> fekill. Ev^ry child ought to be taught to typo Ih th^ ut{>ei
^leSientary grades 5 It should, oome right Mt« handwriting, or penmanship, ;
,Te^icblt»g typing as a word-sklU. as a machine skill and as A vocational ^Ym
would be a great asset to thousands of ^htldre^. ^ ^ , ^ , V.
, Bui instead of training all children these skUls, our schools hKyo b^en as^ -
«ig^ing these skllU on the basis Of S^.Tbafs stup!d and wrong ^nd a waste of
^"^KAL^^is grateful for th6 anU-$0< dWsrjtoinaUon proytsloiis in "Wtle IX of
the Wncatlon Ai^iendmenta ot V/hi<*t iitftrt* out; "N.o Person lit tb^ United
Ott m b^^ of ^.D? exemea ftm i)artl<?l§atlon tp, the;
acHvity rei:eiTlng t^eralln^dil m^ffm^^^y^^^^^
ears of every Womin, And we hopejKttJitfknk<«n^He^ ^W,?^*^:! 1?,*^ ^^^h
HEW c^rrift out Provfcl<ma o^Wii^ We a^^i^nxlo\isly a^^AltJng tb*.
guidelines for tmplemenMtlon^fa^ 1^* • va WkW^U
But stiU we need t^ act-^r the W<i^ep*6 Edn^cational Eauity ^cj:— to h?lp wike
,Sot th?y jir?1*y yfo^ tfelwi b11i*A,w;>^ti*^'^ pe^^^ J.thln^ ^^^^^^^
w^\ lettor this past ^rln* tO.th^ D^o/.A^iyl^r^^.Ccmlinm^^^l^^^
to vSaUohal schooU wKat pja^l Ihf BA(>bU had tot a^se^fng th^
^h^ In rei^^
they would have career development i^nters a^d ttmt ^^^f^M J^j\^,,m^
wouldn't want to go.to schoota wh«fe they Fere the ohi^r g^ris, '^l^ W^p^ wM^Jn
waa that there would bo so few glris v$*antinif to go ^to the boys schools that
"it wasn't worih bothering about- A look at the cour9^ listingo for these varfoft*
vocational high scbods in tbe District will tell yon which are the boys schpold
'*^a[he^ett^^ this course listing also Matea:/^e Jpep^rtment
of Career Development • . aent a letter to ftU Junior, senior ft?d A^xJ^tiOnal
high school principals re^iieetini; that they assure counsellor^ {^?lJ^'^^*^ w|ll be
a<£nltted to vocational pr<«rams In any area of their Interest" Howeveri the
memo that went to principals states '^that the vocational high schools will aU
admit girls who hare a sincere interest In one of their areas of spedaU^ed traln-
*%^hat about boys? Do they have to prove a ^'slncer© Interest?" Apparently
not . . . W r, . .
■it
m
T{ '^C Itf itiSf If WW*, in WdBWtsrtoti, D.C, wheir^ W% o< the wwoeo work ,Ottt«ld« ; ^ ^
'A tb# m whew W% of the school chUdwa ^re uon-^bUf. a girr* o)i^« ^ ^
' « tocjlU<fciU cottr$eB Is ^^tf limiieA when compared to mi <4 4 \>ot* (Co<W^ . \ ' %
^ «Ad fender repair j aotb mechttnlcij drittf eaacfttioai electrical wlHii^i ewc-
tronlca; machine shopj military scieneej palntinur aM decoratln^fj pam.h^M-, , ,
' ^ bkklUKi l>arbcrliig j buslned education j commercial art s eooperAtlve d!elrll?ut^re
' ^ WUcatlon J cosmetology J dr4fUn«Urtt«^^educttUon; electr^p^^
erftl buMfiewJ grapWc artaf Military «icletioe; office ma^hine9} photography j ^ ;
.1>nniini\ mio and TV \ tiwwrifer irepalr^ watch rewb*^, ^ ^ ^ l ^ -
i^y^V BuNkk Vp<foU<^ai Bloh ;9c^ool,— Accotmtlng dasftiflcdtlonj business! co<^^
Mi-k: ^ itlte reUllittg ! cosmetology } food^ ; occupatlott9 : home e<ronomlcft ; muftic ;
iur^ery ftwAWaht j practlfia mMng i ahoHhand feftd typing j aur^lcal technlcUn {
W-' fi^d0 d^eastaakln^* * t i *
r^4 " :^'i*/ie?p* Voca(^onol ffii>h ScAopl.— AirrfenUarO; arcWtfcttiral draftings duto ' ,>
V'^" \ body ikp^tx Auto mechanl^tf ; auto repaif; bftrberlntf j brick m^eoS[iry ; 'cart)eU* . ^ ^
.' "f to ahd cablnetmaklo* I driver eddcatfohj house wlriiigj latdscaplng; mill^ri' : a
' ^ Weocej priatiriitj radio and TV; ahoe repair,* tailoring, ^ ^ ,
' • if, J/, V^a*hingt<^ VocoUona} ^c^ooL-rBttsliieadj cooperatlre di^tiibutlte eda- , V^tHS
><Ulon ; cosmetology j dressmaking t driver education ; dry cteaulng ; foods; home ^
-y econotn!cd| music; nutting abslat^nl^ hutritionf practical nurringj shortbaftd *
*^At!d^jSft to make aure 1 wasn^t being too hard on the D.C. aystem I called K
^ Monday to check If these dchooU were rew aex-labelled. My suaplelonii were
confirmed. A pereon, In response to my call, (old me th$l Bell, Chamberlain and ^
- f helpSt were *'for malea" and Burdick and Washington *'for female^** ;
In Waco, Texafl, our WE5AL group did an exeellen* Analysis of «ex-dlscrimina* ^ 1
tlon (n the WACO public achoola. Among their flndinga were *'aei and race 1
/ ^ discrimination in the area of student .eourae aaaigmnents* The WACO school
district, by dictum, 'counseling/ persuadon or lifcck of altemativea, re^oirea . \
i , " girU to enroll in hairdressing (minority girls Oiily), cooking and ^wing d^aiieg. ^ u
^' ' Boys are atmllarly placed In auto m^hanlcfl. woodahop, repair hand conatructloh > > -
S>ar^e9/** 5Che report goea on to state that an' educational conaultapl t^tiiled -
In federal Court that WACO homemJiking couraea awwared to be training ml- ^m^jiM
nority girls to be maids ftnd waitr^^sea; ; / , . .
/ t This la fctill 6notbef example of aiaignlnir « ^a<^« In the world oti the btfsla
ofaekorr^Oe. ' > .
ia^ldl)eingte#trt;if th4 jWlted m|tl*-:4*i!ie ehM bt* m^tdjlntf^WtW^
-...^ waW}*^fi>iiVtrtH»,thena«^ ' .
U^^f'V'VU^^^ ^Wl ^utd'hope {h%Vihm^ Toc^ttonal^:^ Wvj;
Wf¥: iwftide teat* Wonid be it prlorh** W« ?pWte*tTy, A im es^peprfve A -p,
Wi^^yS^ irtich no priTftte grt^ttp fi wllltng t<J 5nderUk5 whltt ftey have |t tnon* A. : < ^
. . V '"-^f oli rtelf »wve*. ummu. Wfti are ^fet^i^ by couni^enot^ int^ n^m \ :h,. ^
befoi^ information Atkl training Sncludlng;^ ^
" th(it ie*-atereoty^lnjr fe Voc«tionr^l|| { )
16
cfii^r education will »top, Atid, I vMghi add, it would be helpful we figured
out ways to dnii lat^elliij: tociktlonal educnUoa as second class j^ducation. The
world n^8 trained tecbnTclanfrr-ttUkle aud female. In my owt> state of MmuesoU,
I aui told, our post-^h j»cho6l ToqaUo&al^tectiiUcal achooia are fllUng up wlUi
college graduates looking tot a sWU ivUb which to flud a Job. „ ^ ^ ^
Kevelopliig fikUls with Which to find a Job U a problem for all $tudent«--
womeu and w^n alike. Atid ^choola of att klnda must develop new atUtudea about
the world of work* rew program^ new ways of training people and n6w Ideas
about the klndi of work people can do, Seetlon 4 (c) (15) of this bUl calle for
* trAlnliig, educational and employmetat prOgratA grants for unemployed and
underemployed womeu.'^ Women who* Ware th^ latK>r force to raise a family do
need training and retraining to develop new akllls or brdsh up ott old onefe. There
are small programs of this kind but not ne&rly the n^^itobei? ^^J^,^^?; „^ ,
AIb6, we must start briiiglng workefti of all kinds into the schools, Chlldrfen—
young and older--itCed to leani wore about the. world of w<^rk abd.too often
that world is utterly foreign, especially to the suburUtt chlld^ in doing this wom^n
In nontradUlonal occupations ^0uld be eti<?ourage4 to come Into the schools to
talk about their Jobs. As indicated eartier.by the St. Paul teacher, pictures of
women workers are needed lU wfeU as solid Information about it variety of '
occupations, ' * ' ' Hh'a"^
6SH)ftTS AKU ?HVSrOAl fcO^OAtlOI^ . C \ '/ f
In the CUit^r^* Advisory CJouncil m the Status of Women Memorandum | \Ci
**Need for Studies of Sex Discrimination In ih6 tubllc Schools" there Is aji -J
excellent s^tlon phy&lcal ^d\i<a«on, $i>orts, and other e^ltra-currlcular ftrtirl' ;r '.;:V
ties ! ♦ This is the ftr^a where d|sctloii>ftV^^i^ i« '
apparent Fei cai>Ua etpeiimtuif^«\oa th^se adivltles by sfx
meiwure 6f the dlscrlminAtioh. Prindfe^ls and teacb.ere sometime* dtscourage an
interest ift Mrl|cipa(i6ft iU sjpo^rtij hf girls. Fa^Utles %u^b,M swltiiiiSilng p<>ol^ \ ./,.^
tciihls ^nd^sketbilt.cpurts are g^^^rally.tar le^ available, measured on- ^
dollar, per cppiU ba^ls o< Interested psrtidpantj^ to girls than bpya, In addlHon. f ^.
coach€«of girts* 8t>orts are rarely $uppUi&d Wd l< ,4vAnftbl$ arte of te4 not included k
l^ boUoymaklng c<)mmUt^ , . , ,
/•Short-c^iauglDg 6i glrU ii
iig iTcdmprtlttvr^ a' frttoew^A of t<Ni^ ^^^^M^x^^J^^S^^ u^ -
^Hwm to giri^..ThU»ii An^t mmimWf.^^^p^A^^
^ Itf sporU in some detail, ' • % ' ' . ^/ . - . / ' '
\ig^yr^o\<^ ht stude^tA for t^cfcers' pewi.A?U W9!S^Mm
inatrttment^l dSolc^ 6f stude^tA for .t^cfcers' pew, haU tj ^.^^i. i^hi-^ n
patrols: staflOng of school r.ew$paper4r>Hd purtldpathnJn 4^\^fMmk±^
W ; '♦iWlth IfcOOO rttsdepts ahd an, athletic progr^bi^ of ^,000 annually <^,v>?v
lN)ll, tb0 glrU wete aiiowed to p^^ttlclpate onlf in tenuis the t>rograj§ ^
: ArM^^ Olrii wer0rro%e^^
V Va^efic /leldTfitilpmetit ftij^ «fmf No g^rls ^mmV^M^^^^ K
trtJl^ everjr other school district lA Ceatfiil V^x^? j^iuips n?lds gitl^ - j,.^
teams; the study said* ' ' ■ • . . ' ' * * * ^r.^"'
"AA Atiiletic Committee, eompmi entirely of mep, JSS!^
October by the Waco school board to recomm^^id changed in athletio pto- ^
gratnH and policies^ ' ' - > - i ^
•«*This Commltt^ recomcjended and received aww^^ *^S?vi\^A^
the present boy's athletio program st un estimated liierHs^ of
annually, with no allotment for a gtrVs program,' Df,;I^ula LatlmerrWKAli
In^rSua^***A fact sheet from Supt. Dr. Nolan Kstes shows th^t. of $.6S0 stu-
dents Involved In interscholastic activities— team competition between schools--
A totaV of 8,800 participants are bovs and t7i are girls.'* the recommendations
of theI>allas^ttp*sst<iiylit*e4o^ttitS ^ • • J ' :i . *
*3oth omotionallyaM^ physically, girts derive the same benefits fr^/m
r
bK>thetB\ In addlttoii, 3l tellable medical eHdence 4emoiistrat«^ that girjj
' ' e«d<in*eirtd by pby8l<»l exeWse than are boyi, that they dertv*
Sti^ ^ '«»P«j??fd health A« thdr male n^t^tor^'m ftrff ? m
' f 'to ouir students, •-vv"**- ^
tl' ' ^ . ^ J7}\f reaUCHjate \U athletic fuiicu ao ae to wake
^' : ItaJlable a bycjd jnfiige of eporU activlUea to itX/ Ptudeata-not juat ibe
V ajfle atat athlete. l^^tl/»ttotoiU^ Xj^ft
' ^ f^?*^ ajraltlut by the heavy cohcehtrntion of atWeUe XuhOa mi aettr^Ue*^
V in which ohly a ttoy minority can participate* , 7^^T\vm:m.
I'We further re<iommend that teims ahd acUtUfea be available to aU
jtydent^ e<iually ai»d at the level of Ibeif ability. That l», each student would ' ^ V
^ ^ comineneuratd i^rlth her or hla ablUtJr aini fe^tdlese ^ : ^^/i'
of aex. At^the grade school level, feuch a policy wotia e^tually Ihte^ate all
sporta activllJea immodlalely. At the JutOor and eealoFw^h level, theni>eet ^ . -^^
teama would jirpbably, for awhUe, b^ vlrttiially hW maje^ m to the t**t m'7p-s^^
couragemettt of girts from apptta parUdpatloa But female and average ■
male «f odent$ jyotild be able to t^ay and compete ou other teams, ac<5ord-
i^ll^i^iH^^*'^* f."^ t?^ a^ girls b^me more athloticaUy er. . ; >
IntegraUon of all teams wlU gtaduaUy Increase, ' > c: >v
J3tB?S^v.^^^».*'^*^^ that ^rfrls should not compete directly in contact ^V*
f?f^?*^^r^^?^^^t*^',*^?^? pre^uppoeed physical Wwiknesi anst^er . : W
ttiat individual girls, Hke individual boys, would hot be allowiJd on t^iftd* ^felSSI
for which, after tiyouts, ttiey could not Qualify^ Ability <)hould bfe the^nl^ v
re^ulremfht In ea<Si a6d ev^ery sport offered by the district. No rule or guld^
, line should be changed or modified unless it Applies to both sex6s," ^
NO one will arguf that most men are physically stronger than most women:
Many of us think that In the ar^ of competitive sporU \^*e are going to have-
to think lopg and hard about how we divide our tax doJlara and arrange compett^
tlve sports. If we vely only on physical strength we are gotoif to five mo$Hr
male competition. We may have to go to, some variation of the Old "^parate but
equal" phUosophy tn competitiom But $urely lu gra<fe school w6 should not be^
^^^l^^V^^^ glrU and resetring th^ irfayg^onnd for boys ball gAme^
while the ^ris watch— whjch is what happened in my daughter's school uiltiV
the girls organised, outvoted the boys and integrated the team A^d the play^tkfUnd:
. But it is not only ^rts ahd physical education th^t mtist be integrated ;
WOMBN tN AnULUST^tlVE :H>SmONS W SCHOOLS
^Our WIS AL group In Minnesota has been challenging local school district O^er
the humber Of women in administrative' positions. Xh* Ufniieapm frftune of
Wednesday, Jun^ 27, 1978 says : - , . ' r . ,
7^J<^;^c>:5on b^<«warmembeip-of a s<»l^ grouj>^maie's^<s>6dary^
School admlnistratorfr-^wheh sh^ was named principal of Oehtral Hm
^ Jl^t^t ^ thr^.women in fhe Minneapolis School District Uybe^
administrator of s^ndar* schools. Betty Jo Webb Is att ^sslst^At pritt?lp<it ' --^
lift. -T-
xf.^*. di'r> i-^t- . z^F'^z ^i^-. admtpfsti^tion Jobs was
• - ^l^')lf£*5f^ yW^^A*'^ fin fi§rist*At Principal/. . ^ >,^'
" ' ' B<>oker,^ pMewot of fdtaMtlona! addiinlstr^tfon at
• > \ PiltVii^^SSi^ of Minnesota, showed th« W 2^ Minnei^ acliool #dmln^
•i;. > ^ . i5iSK$f&i^^?J^ wom^b and^m(*t of .them hi^ ^^eiiienti^ jwSSrt p«n- .
I' ^ ^^^^^^ thU 3^ar ^howrt tber^ h*<> iw> v?«ettVwSoo| _ _
• i! A<^)*Q^ to the Centnal High Ik^ool poet «atiie^ thia month, v i"^-
17
This has to chftnge* We need men tedchera and women executirea ; we
to 6how the klds» not Judt tell them, that aez-adslgntnetxt la wrong.
Tbi$ meand, howeren that our ^legee of education all over tbia coimtr^ are
going to bare to change. It majr m^n w6 will heed aemlnars and short coursea
in school management for teachers ao th^y c%n more into adminlatratlve positiona,
if they like. And maybe we ahotild even send admlnlatratora into the clasaroom
occasionally to tell the kids how it is to run a big operation and to let the admin«
iatration learn how kida really act in a claa^room:
The goal of education should be to give indi^dnala akilla and informatics 60
thejr can make choices about thetr Uvea? achoojf ought to be helping individuats
develop their full ipotentiai ; each child ough^fo have equal educational oppo^
tunltleatn our public aehoot system. : ■■^^^^ .
Some may argue that Title IX is enough, that prohibiting discrimination will
end discrimination.
VViJATi argues thfit this legialation-r^the Women's Educational Kqujty Act-—
is an affirmative action plan with monev to make it work* It is positive legislation
aimed at changing old habita and InatUutlng hew ideae, materials, and ways of
doing things.
If Title IX is enforced and this legislation passed and financed eventually we
chonld have equality of <^portunIty between the $exes and we would no longer
need this legislation.
When all children come out of school seW-confldcnt^ seh-sufficient and eclf-
supportlng then thU legislation can self -deetruct.
Thank you.
Mrs. Fraser, Thank you.
With your j^ermission, I would like to add the WEAL study of sex
discriminatlo \ in the Dallas Independent School District. Then I v?ill
,^ummari2e ^j?y testimony.
, \ [The information referred to foUowa:]
A STUDY OP SElX DISCRIMINATION IN THE DALLAS
INDEPENDENT SCHOOL DISTKIOT
. ■ I- ' ' ♦ / ^ _
' Oounselinff
1. Connselors' attitud^a Baaicihlir/cotma^iora are not aware of the changing
roleaof womenandnaenlntoday'faocietf^ ' > }
- a/ One c<mnaelor reported that 4 boy/want^&d to take cooking, but that after shV^
flnial^ed t^th h\m, he had changed Li$ tntnd,"He did not want t^ be in there vf^i
aU thoeegirla.** ' 4'^. - \ .^./ir-v, > " . - ^, .
b* The lan;e nnmber.of atndents assigned to a coun^tor n)aVe4 her vi«w ea<;l^^
ahe nattiraUy aaatuned Uiat ah^hltecturai drafting waft what th6 conver^AtiOil -
concerned *%lnceglrlajast don't take toctmicaldrafUhdr^'^ > > >.
2. UndmtatBng. ' . . . ^ / i-^ -
A. A atndent often sees hia or her counselor no more than Once or twic^ i»
year,, ' . ' /•
b. The larger number ot atudenta aaal^ned to a counselor makca her view each
etudenti na a numberrhot an an indlrldual with ^necia) ar»titndea and needs,
u Lack of aggreeaive directional counseling which is particularly needed for
gJrla.
a. Counselors do not think ttiey should help girls in their role selection^
b. Oounseiora say "Oirls are not forbidden to take any course/' but they do not
encourage girls to take courses which bare been traditionally for boys,
c. CouuseK^rs perpetmte sexual stereotypes and are not aware of changing
roles.-', , ■ ■ • . ■ . , •
4. Discriminator) rocational testlngi as se?^ in the Kuder Preference Teat and
the Strong Vocational Test
B. Curriculum
1. Re<iuired shop course for boys and required home economics course for girls
on the Junior high school area. A middte-sdiool principal blamed this dlscrlmina*
tion on the inability of the computers to schedule boys and girts into one oia^
That ts. classes would be too large.
Q 2i Imbalances of males and females In certain classes. See Charts I A 2L
w0m
ingclftft$^vhepe one In fb# majority. . .^-iv
$j M auto Maechaaix^ (Am t^ch^r a^d girU could do fine work, but small gIrU 7
<j>Qld not un heavy ^mpment la roaUtj^, pUUeira are avftilablo in the cla8$e$ to
Jift b^vjr eaulpment. v:^^;
b. A TV AtU teacher pointed out 0rlV phy$t<^l "iimttatlons.^' ' W'?^
, c, A shop teacher In <Mie hl^:h school felt girle In a cUb$ ivould take the boya* - 'iC
attention from the machlnea and acddenta would oceur, >
'I tocher felt that Oa»y gitU should tako typings. There waa only one • --i
\ ,boy In her class, " . ' . -u^
'i Perpetuation 6t aextsm In the pladng of Btudenta In Joba by the DletrlbuHve ■ 5
JBducatiOn teachers. They allow discrimination by employers, ^
ft. Boys are preferred In aalea Joba; ; . / :
b. ^?^rvice stations Insist on boys only.
Cj An employer of stod^nta from one higii school aald, «*The oute onea (kivX^) ■
^v, r , , #W a6 much to the oflk«, but It doean't hurt for them to be inteliJgeht," ^
f Requiring that pregnant girta attend a ^'special school" which may be
^5^:4 v: *!^'^"<>* academically and which Impllea that pregnancy is shameful. . ,^1
IIP: ■ : ^ ■ . ' » - ■ . . ' ^ • v a. couMeUn(f ' . ■ , ' ■ ' ; V;|i|l||
- 1. Enlarge the coun$elinij staff/ V>Ca
2. Infetltute an In-serrlce training course for counselors and tci prospective \ ^v -
counselora on non-sexl3t counseling. ^
K,. 3, Kmphasiw aggressive counseling for glrla, especially for glrla from low^r %i
- economic levels, , ^ , -
a. Infonnglrisof the broad range of occupational alternatives,
b. Educate students aa to successful employment placement, that Is, how to get
various Jobs they might be considering. ' .
c. Make female stulents aware of the changing role of women, and make them
7\\ awareofoppoHunltlea available to them,
4. Kllmtnate discriminatory testa
a. ResearchaJ\ddevelopment8honldbeundertakenln the area of testing mate-
rials available to couneelors at all edttcatlonallevels.
b. GIris should have the opportunity to score in all available professions on
vocational and interest sorveys,
5. strengthening counseling on the elementary achool level
; . B* CurricMlum /v>\
M<§; J. Institute a Preparation for life Course or a Course for Human SurVivaU VV
4f*^^--This course would begin in the elemenUry grad€« to teach skllla which both boya — '-^^
Iff t:tv:-v:#nd girls need to have."- ' y- - .'rv/^ -/-I'^y/-: ' '■\ j^^''r:yr^^^^^^
• iv^!- iiJllminate the mandatory home economlce for glri$ and shop for 6oyg ort -/irV
]}VV - we junior hl^h level A course inco4>oratitig both wotild be jfirm tor boya kh^ /. >v^/';
gK^':-::- glrlat<^ethet'. - - " - r ".s- - -.^ ; .J
x^3*L-:v : a. Institute an in-service training cburae, ejplmlnln* aexist attitudes ^nd ^t^'^''^y">:'^
:;;v ^> V ticea, for those teachers teaching <jOttraea traditionally limited to fetudeat* 0< one /
W^'^V^ 4. Allow pregnant students to remain in their home achoola if they wish./ /^^^^^^^
- i , tAJic i.-afttAKW)WH BY 8tx AHo DCf AfetiiEKT m uiHim mH $c«ooi$ , / ' -^i Vi-h;
19^
TA0lt I-BRIAKKWH BY $W AND COURSt fOR SKYUNt COC PART-TIME $TODENT$
Coursi
Mil« Fimaii tout
0 ei W
sii^^*^ !
gUW;.::::::::::::::::::::::::::::::::::::::::::::::::^^^ ■
, *,i<tvioctd......,.-..*. ..- M
. 4rtj. *- V' tXl - 5 no
Tria$porUUott»#rykfS.,.*.. • ft i%
WwWoltOMtruclioft If I \[
we 479 i.as
52
Textbooks are of special Merest t^iifte they are twed to **^ch boys and
girU ttot only fiubj^ matter, but amtttdeSp role«, ^^^^1" "
tltl^ ^*lmprorifl« the Jmak^ df Women in atoUK>akV' i^rei^rW t)y th<> S^sm
in ^Pextboolw Cmm\m o? Womeii iit S<s)ttp F(>re^c:uatt,^aud ^ComWnyi
ber, 1972, deecribee quite explicitly the varloua types of sexism found in most
textbooks used In public 9cbool^ '
• Textbooks are sexist If tti^y oitalt the acttons and ftchlerement* of women,
if they demean wom^n by using patronising language, or if they show women
only In stereotyped roles with 1^ thi^h thfe tan rattge of humaii interests, traits,
and ca&abUltler; . . Femalea a^ ifrell as mates possess ^cou^ge, physical
ftrtn^, mechanical skills, and th6 ability to think logtcal> Male« as .
as females can b^ fearful, weak, mechanically luept, and Illogical. Females can
be nide, active ... or messy. aJale^ can U polite, Inactlre , • . or neat Be-
cause stichcharactertsllcs are shared by males and females In reality, text^
books that dasalfy them as 'masculine* or 'feiialnine* are mi^represehtlng reality,
/. . Chlldreri often coufom^ tb$ standards of their p^ts bec^u^j Jhey fear
ridicule. . * ♦ If only boys are encouraged to be active and competitive, girls
with theeo inclinations ^nay learh to Stifle them. If only glria are encouraged
to express openly st^ch eniOtlona as fear, sorrow, and aflfeW.onj boys may feel
reluctant to express these emotiohi , . - Both women and mert hsTe much to
gain fiom the elimination of stereotypes. Textbooks which avoid m^le and female
stereotyping will more accurately represent reality, encourage tolerance for in-
dlvld\ial dllereijces, and allow more freedom for children' to discover and estijres^
their needs, {riteresU and abUltles/V , . ^ *. , «, «^^.
lu recognition of this need to examine sexism In textbooks, J. W. Edgar,
StatO Oommlasloner of Kducation, issued the following proclamation effective
May 12 197ft'
Add a new'833i a(6) to read as follows with the present 8331.8(6) becoming
3331.3(7) !
Textbooks presented for adoption shall not IncJode language or illustra-
tlons which are blatantly offensive or which would cause embarrassing
situations In the classroom or cause interference in the learning atmosphere
of the classroom.
Textbooks shall, whenever possible, present varying life styles, shajr
treat divergent groups fairly, without Inaccurate stereotyping, and shall
reflect the positive contribution of ail individuals and groups to the Ameri-
ca way of life, lllastratlons and written materials should avoid bias toward
any particular life style, group, or individual. Particular care should b^
taken In the treatment of ethnic groups, roles of men and wonften, the dignity
of workers, and respect for all productive work.
(^1) Textbooks shall provide ah objective view of cultural conflnence,
with the information necessary for developing mutual understiahding and
Hsp^it mon$ alt tlm^ni$ ot our popujatlon. HateriaU ahatl reflet an
a^reaeea that culture and language variation doea exi^ and can t>e utlllEed
^ ' to promote feuceea^fttlleaYnltf.
The booka ahl^U pt^ut men and women participating In a variety
of rol^ and actlvltieli, indodlng women In leadership and other poettlve
roles with which they are not tradUloaally (detHided: Hlustratlo^
written material shall present goal cholcea and U(e styles for gtrii and
: - wom^n In addition to marriage and homet^akliig. BconotolCi political, aodal,
: and cultural <»ntrlbut|ohs of nien and women/ past aid present, shall he
Presented ohjeotlvelyt ■
: (M) Content Which treats aspects of the world of work should reflect
, the positive contributions of all types of careers to the American economic
system and way of life, People presented In the books should reject varieties
^ of work and ehpuld be treated without bias toward particular kinds of wOrk*
JBffeotl ve Da^e : May im
Respectfully subtnltted,
. J. W^Edoa*,
C<mniiiH<yner of Education.
GUIDCLINCS FOR rVAtrATINO SEXrSM IJf TEXTBOOKS
A, Compare tha amount 6f space given females with that given males (the
numl)er of stories, paragraphs, or Illustrations),
B. What kind of roles, pc^rRonallty characteristics, and value commitments
are shown for each aexMa a broad range of emotion and activities shown to be
<)pen to each sex 1 Are stereotypes about either SOX perpetrated?
a >Vhat is tho proportion Of feoialestQ males In the Illustrations? Are females
paselire or active^ watc^i}n« or doing? Wot44 a girl get the Impr^bn that her
sex comprises half the human racer
P. What kind of adult rOle models are presented? ; ;
B, Do social science texta glvo the Impr^on that humsonklnd is W9J male?
Are >*women" Mated In the Index? At what points is the text inaccurate because
of its oml^sions of the contributions or history of women?
P, Are the texts for- vocational courses (home economics^ buaine^ eic.)
slanted for use by on« sox only? Would a student of the other sex find stHhethlM
to Identify with cocafortably In that text If sho or he w^ Oi^roUed in the coiuasO?
XH mPlNOS BT KVAWATCttS or BOOKS IDOmn BT DISD f^IB iTBAB . *
Am Sex discrimiuatlop is pervlAJ^ve in e^ucaUonal i^eriai recently ^dopt^
by the DXSP. Its mget obvipUs foicui Is the uhequial representation, misr^reaen*
tation, ana omis^oh ef female^ in Mucauonal inatorial T^xttik>oks revie^e4 by
the committee provide pooclus^vo' evidence that womon and girls arti hot fe^a*
ture4 often enoiigb^ that famous and historically si^ilcaht w<^^h and girU
are often not Inctuded ii^ the text, imd that wot^^u ahd grlrls are consiHenUy men-'
tloned In re]aUohship to ipeu aud boys rather than on their oven. fnMt^
material does not dei^l dthdldly wlt^ paat and pH^ht barriers to fult eouaUty,
Females, as individuals, grOups, an a^ h cuUtlral, social a^d ecbnotnlc fom^' are
simply not reflected In the bo<^ receutly adopted* It is tempting to m^ftig^^
an 0xercise/that the men contemplate lirihg In the worlds that thcaa books
describe^ Such uhl-set societies do nbt and could not have existed.' ' '
Perhaps less overt, but in some ways haore daiinaglng, is the dl«iCrithUat|oo
which results from sex stereotyping, that is, the iihposltlon of inflexibU rot^'^nd
behavior, patterns according to sex* Te;xtbooka oonr^iantly reinforce the tradi-
tional female role in ^ety, which is a^udaiir to and supportivo of the mate.
iPhey fail to portr^ feminles sypp^thetlcaily in det»A as v^mitblo, con*
tributing elements in bnr culture. W<»neh are treatod ratWr from a borrow,
Cond<»scending: viewpoint, aa aH l*outgroiip**--<.lnjug€k different, isolated, and
■:*Umlti6d.--' r / "■^-■■/;".'n'''"\'-"'':.' ■ .
Another inspect of this d^t»rcciatloh of women i) laugUiige. tlie {SngU^h Ian*
^ge hM sexissm boili into It; which i^mboU^y banded o've^ tha entire
wond to men irltb pronot^ lUcM&O bisexbai ^e*" for person', and words like
f'man" to stand for all'^ people This lUhgulstle habit iu textbOoka ia so perva*
stva that atudehta will Usaume thit only o&en are involved Jn tha adlvitte^f and
occttpatiohs dtsciiun»ed« an assujmptton' (ethfoird^ by the labk of womeh in ex-
4nipm and ^ori^; Thla hja)it mlsj^roi^ options and
for women/ ^e generic be freau^tVi^ hoc^ry, hut in thany
21
i^m tte plural m be lubatJtqM and fcmal^ Ufte4 M ^xataplea and chat*
a<^t*w^ particularly in tradlUonatiy »«ae dominated rolea,
B. tJxi'.mpl^s trom O^extbboka Rec^flitly Adopted by tha i>lSD.
bUtoi^ text, ooly It <yotteto are named or mentioned out ot 210 imjnlgranta,
grade history text* women ate mention^ or ahpwn 22 tlmea In the 510 pagca,
2. Women MenUohed In aelatiopahlp^to Males. • ^ * ^o. u i
The mowing pasaagee ar^ the only two member of KJ^^ *i??1f^.vj!f
The 4di>tnture of ihe ilmeHooH Pebpl$ (ftand McNatiy^ a high school
^^p[^if^fiim^ mi U wed a ijietAni coWi
Booeevelt (She waa given In matrtage by her iJnele theodote. the Pj^ldent
of the United Statea, who had come Irom iwrvsh^ngton lot the^occafti<^p.)"
'\ . . and he and ilta. BooaeveU ahowed.warm sympathy for people o£ Uila
xalnority," > - . ^
. 3, l^iuruUtlc Seiiam. - • ' \ ^ ^
-Manon lb* tand'Ma the tttie oiHntot fh^.Wide WorW, A Qeograp^
(MacmllUn, 197$) , a high school tett^ . , ^ 1 1.^
♦ If you are alck and have to |o to a new doctor, bow are^you sure that he
haij really rtndled wedldner ftom 0/, By aH<r For iU Pfjp^ ^B^eflc Pr^s,
1972), an 8th grade Civics text Ii^ contrast, nursea are alwaya teterr^ to af
4. .*Demeanln(f and Stereotyping Women, ' ^'^.^^L^yt^^"^^
. •**Kven l< tnere were, there (s onlyo^e person to do anything with— Midge
Ciasa^nd Midge is a girl I' . • * Mtd^e bad retr^led to the corner of tbehouse
^heSshe sjtood watchlp^." (Prom tm^m fiotighto^ Mifflin Oompany* 1^,?*; {
grade reader) , w - ^i** ^ ^
**iroucertal^ydo<jatchbntoU<iutcW}r,..forarf^^^^ ^ ^' - \^ ^ i
, V *What a baby I What do yo|i expect to tod? Monsterar • ^ * Kam was nn*
happy aboSt W^ tim of Markka ridlctrfe If ali^
''Sr^elTb?^^^ We'&u:iUe ^^fe^^lf
nt^ed I54d|e>'? (fu^^ Vhm pr^^H aqoUfloni fropi ^iO^Olooj^^ Houghig^v;
kffllnCk>mp4tny,lW2.4agrad^l<^4M ^ ; mt^.M .U* >'v
. . the^reai4^t,an4><> MJ«:^^^^^
^ Especially to Inif^ tvomei^ inlto the grooving >ttd|eQce, hewspaj^rf aW miga-.
»lnea|aven^edthehnman-intere>5r|to»y.? ; , v. ^ ^ ,^ ^it^^^iw^^v
: ^oman'a clnb tijotemenltrew ■trough attej tbt J^glwi^ 4^ ^5*?/?-
as the v«^ker aex* attemptedlo put its lnci«i?rtng lelWixt time to good wpr^s^^^
V *'Bnt, iieatiwhlie, ip addl^oji to PoUtlciil h^m, !?^jK^«^^^Jt5Htfi^f^^
fbtdlng »Sdal tre^dow In pwwar America th|it^wM,««i^M ^v^^i.^ the hwt^^
People, Rand McNally, idftTa high aehOo) hlsWty t^t) - . ^
. f'SUaab^h a Stanton, a wife and th^ mother Ot aeven^^ldren ♦ . (From
Founi^^^^ ns. BUm .io m% Uldiaw, \m an 6th grade hla-
tory text)
IV, aBooHiatKOA'nozfS *
' A. A woman active In the women's tlghtii movement nbcmid be includea on tbe
textbook committee* - ^ ^ ^
• a Provide a vr<^rkah<^ seminar, and/or staff development pw^ram for llbrari*
ana to provide Inforinatloti on sexism In boolw, recommended supplementary
materials, and other educational aids. ,
. a iteqnlre ach(><^ admlnlatratots to make Kvallable non-aextst book lists and
films to teachers for self -education and classroom t»se, and to encourage their use,
6. Allot funds for the generation and purchase of preaently ayallabW non-
aexisi curriculum thaterials.
1, oBttfyfiic^V' . '
A. Women In the DISD art ^ncentrated In the lowest paying J<^ ^
' J. Although highly paid administrators are recruited prindpally from the
teaching faculty« which Is T5f« female (4443 out of 0061), women comprise th«
foUoMh^ien^ntageaof thelju^ r
' ^mtm wSnwt« i«w P** boo* ^*<>^ ^^^^ .^^ "
^•'■^^^SSt* iZtt^^^^ Pay AtUfW women who havb w^Wali>
St<S>y 4lha/' W rIaWr* ««W tm beglu* at f Bp ill hm \^ ttaii that of
t "wSTJh th«lQwhlp twining program '""J^Kl^^^^^
-Job id »«sou,W6 teacjder. wfclcb pars ao njore -«
iitk tn the progrkia ft*o mmy promoted Into adrtlnuittAtiT^ poolflOM.
i| 1 t\
1
2. 21% Of all DlSD prindpftl«Wp9 we» r^chilted from the coacbloif rtatt^
where fe^ wom^ kare liad the opppntiijltjr to hoW ft ^♦^^^^
a Woitiett are under-rcpj:e^nte4 in certain JPIBD Job cfttegonea.
% custodial and mat£jteaan<»^ff-^14%(^o^^^ ,
5. MeSa^Ki under-W*5wee^^ "S^rta^*^ ^^^^ 1^ tat^^oHea,
1 coiniaelOr^rs^tf Ufcojtofm)
2. elemorit^iT teaoKetfr-12fo oxit Ot 6,063)
a clerical irtaft-^29im<)Woi^^ / ; ;
federal «uidmm Pffe*^' 5i*^'%i'*^!»'^KJSf iJ^y^^^
entjj of both dei^£ iwue tf i^hmpAy^ th0 prtvll^ of usln* accrtiM leare um
to rematn home after the arHval of h cWld** ^ ' ^ ^ii^L* Jiii*
a Insurance b^nkuf offered by DISB to eover ttatenmy eo^^
to^ ttt that they rtotiire the wotljer to be marriM In order to be eU|rtble.
n. BfiooMintiTDATior^a
A. An AlBriaatlt^ Action plan to aebleVe the full pattldpaUoa of wom^ and
men In all Job categorlee ahaU be Implenianted J* irt th^Aft
d. tioala iwd timetables for improtinf the ratio of women apd mwi m those
ioba in wblcfc th^y are pt^tttly underutflited. J ^ ^ ^ ^. .
^>rwomen/theae tnclude a^mWrtraHire. <SS^Si^^J^^tAfv
l\ tot theie Job? incltide f}! t^?^?!^^^^^ partkiriariy
mSc-
Oltunitj employers Dip«xa w»p w3»t u*!r «vt ^f^ifw ^
.cfftlf^don ana ilstribntlon of ibii ^Ifn t^ fji #* '
ill
B/ The salaries for Jobs now domltiaM by women (e.g. secretaries, cJerk«. and
iood petsonnel) sh^U ire^ev^luated dn4 readjusted so aa to be competitiy^
wttli tboee iob6 aomln&tdd men and requiring jsitnilar leveU of skill, etfptti
^od i^epoft^lWlUy* . ....
0«.9^b^ Job designation '/maid" $ban be remove and women shau be fully In*
tegrated Into the other custodial rankB.
1^ Women wlU be paid tbe same ior equal work and will be offered the same
prom6tional opportunlttee, : :
2. Be)^tise wojDo^n have not had awaa to 12 month c<^ntra9t», mra already
fierve4 by aine aionth employees (women) shall he considered on ar equal basis
with y6^trs served by 12 month employees (men) in similar Job capacities regard*
Ing promotion. ^ .
3. Women presently in "maid" positions will be placed In the custodial level
commenfiWrate With their years of experience and seniority.
4. All 0 month and 12 monWi Job categories shau be open to all persons, regard-
less of sex, and present female employees shall have top priority to apply for all
12 month Job openings. : : ^
D. An objective, clearly deaned line of advancement for all PI8D Jobs shall
be distributed to all employees,
R Marital status shall not be a consideration in hiring and promotional poll*
cie5t, and written district volley shall so indicate. . .
K. Employment benefits shall not be affected by sex, marital status, or parental
" 'siatiri^'^''^.'-' • ' • . ■■; - " ', ^'
1. I^ii^hers shall be allowed to use aijcriied leave of up to' 10 days per y^ar upon
arrival of a nevir child; ^ \ „ ^ ^ / . ^ ,
2»;Ad6ptive parents of either sex shall be allowed to use accrued leave up to
10 day stir year upon arrival of a ne^ child.
X The lMstrl<it shall submit for bld^ a change in maternity benefits that allows
a woman emplbyeip to Irisnre herself under a f*lone eniployee" plan. She shall not
be required to eniroU a &p6us* or other family member, or to submit proof of
• ; tna?ita)ysNtu^./:\ . . ■ : , y ' ■ : ,
A^Partldp«ition4^'I*e PISD with «^ students enroUed in grades. 8r 16,
nmlntains an atW^tJc pr*^*Am vrhlcb lnc]iudea Interscholastlc competition and a
Physical EducaUon Bewrtttieht . ■ ^ / « . it. * a
A fact sheet from DI8P Superintendent Pr. Nolan Bs^es shows that, pi 9,680
students involved, in interscholisistle actlvtties-teAm ^mpetltlon between
school§-Ht total of $,800 participants are boys and ^1 are girls. The hreakdo^
f or iW2rt3 for all interscholastlc sports Is as follows! .
CrM$ ttiintnr Oo^ft distinct rvfts).
SwiflMiiiAi (aS proi^aim) ..... . . . »
Bomflil-.....:
S«Cfi *
Tat>l
871 '
Hovrever, of the grand total of 871 females Involved in Interscholastlc acttvitlw,
220 are in synchronised swimming teams, which, according to a liay 10, *t8,
OfRce Memo from persona In the school admlnlstratloa building through Dr,
.Voole^y. •< . ^ i ' *
' SprtweWeld and Field H6tt»-.--—
^^11 " '"' " ' ' ■ '
' . So redaction In tbelr uachlnn Wdr Thojith W flgiite* »w '
mm
iTWle only, ♦t8,0(?>.W »imUw?ljr tiWnt bp. coatUng fWi^ <T,
p. Athifttl<* MwuaVlllt th**e i> Any doobt that ltf'»»,««.4i#^^iMM4a^ -^^i
ule o« the AtMetlc* Manual wtU show thfcl mobt of the .*<sjl*lj«« U*^
for boy* only. The trhole o< tb«
that loclnde glrla, the manqal,
Exauplet page 6> Artlde I*
a Urlng tta^i^l^ j(or au ^e i
te^ ■DOMdi' 14 P*»4 »0O *J> hwiK « I ^
of ih^ B3?teoa^ feay ptfvfm. i\
A>OQiK>f l4 not cojpftipefiJiatrt wfer w^ik .whU^^ m head irho %r<^\> vi*J
^rhj^ "Phs^tkX Ednoitloli t^rtment, which II neiptitnie jirom the Atht^
A' tft^M jliyaictt Kdoc&tSon coum*. Bex diaertmSnaaoo )n th$» P.B, coum«
exM# in Mt^iil wa>9 : <
1, Callath^hlc WrdflM Are dltfemt in kind and atMthtitjr f or and iof
stodentA For examrt*. firU imd boyi may be wwii^to dp mfmt^VtiaM c/t
ar^ fotUdd^ to domw tha^ 60s rnnhin^ et^iiAm$ are timed dlff^tly f6r
of actttitiet is naoally oft ored {n the boytf J^.B^ cUwm than
inthaibW. . ^
JUi^onitiof and Initmeon aM aox
B/DI8DSxttamtMtin^Dgraniai %
ERIC
mm
MM
b0
ill
Hi?
r
lERIC
4 ^omtx coaebe« be $i<en equ^t opportuntU^ for p|t>m9tloa a94..^ual
. pay for their work . . . , ^ j *
5, the DiSD administration takfe the Iwid In raising the consdou&nesa of
' male ooache$ to the ne^s and abilities of female athletes
6. an aggressive attempt bo made by the administration to interest girls
in sports activities from which they have previously been excluded or dls-
cour$gi&d from participation.
CaAPTEB v.— ^EKIAAL RCOOMMfcMPAVIOK
General ReconMn^»^Hon from the Dallas Women**^ Coalltlpn: that ihe WSD
hire a wbman active In the women's movement and knowledgeable about these
issues as **ombUd8Woman*' to over^ fell aspects of the s<Jhool system's compU*
anoe with Title IX of the BducaUon Amendments of 1972.
RKLEVANT IXOIStATfON
1. Title IX of the Rducatlon Amendments of 1972 states that f*No person In Ihe
United States shall, on the basis ot sex^ be excluded from partlclpetion In. bo
denied the benefits ot or be subjected to discrimination under any education
prdgram or activity receiving Federal financial a^stance.*^ The penalty for
violation of this law is th^ loss of all federal funds. For the school year 1972-
1973, Di 8D received $5,096,846 in federal monies,
1 Title VII Of the 1964 Civil Bights Act forbids discrimination lii wployinwil
On the basis Of race, color, crc^, B^ti or national origin. The Revised Sex Oulo^
lines for TltU VJl cover, among other things, hiring, recruitment, promotion,
pay» pregnancy poUoyi insurance coverige« and retirement lenve.
- 3, The Bcjuiu Pay Act <rf 1968 ^eqnlrw emnloyers to pay womew and mw
ployees the ftan>e salary for jobs recmiiing s^iulUr amount|» of skill, effort, ^d
'^T^^e'^JESou^ legal Rights AiAendment to the Texas Ooastli^ition states that
"F^^ality rights u6der the Jaw shall not be denied or abrld^ because of sejt^
race, «)lori or national origin.*' • ^ * . \ ;I
5/ Article 626^16 of V^rtion^s Texas Olvil Statutes, popniarly known fs the
OlTil IfWghts A0t attd amended in 1969, xwrohlblts, am<^ oti>ef thdngs, to;»lmi-
nation ij^ emrfoyment, nsfe <rf,facilltl^ Or partldpetion pk Any progHUto b> tt*
state or ariy si^vlsi^ thereof bti th^ t&sis 6f the person's ra^ ti%iOl^ tdt^t
sex or nationai oHgia.
Mrs. FftASfcR* I come to testify with spme persojaa) experience ivith
yfl^rioiiSi^lnds of public gchool?. I myseif rpde «jh<K>l bus from ele-
iTKbhti^ry to public high schbdl* My children attended ^how hel^ ift
Washington and in Minn^polis. ' ^ V . , • , \
^tee pnbUo education one of the underpinnings of American
democracy and an important factor in our economy, But our edu-
cational system has riven boys $nd men first place long enough. Tra-:
djtlonally, Ave haveloolced at the education of girls as a kind of life
in^rance— something they need "just in case^^just in case thfeir
husband can't support them, in case they can't find a husband, or in
ca^ they n^<l to sxipport themselves while looking for a husband.
It is WEAL'S position and Qur goal through this legislation to
help educate each and every child— male or female, rich or poor, black
or vphito— to be self-sufficient, self-confident, and capable of self*
want children to be educated as individuals, not as assigtied
members of a group. ,
Discrimination in education starts in kindergarten ot even before
in preschool. iTherefore, WEAL is now working on elemcntftty and
vocational education. We have been noted primarily for our work in
higher education up to now. We are the group that has filed charges
of sex discrimination against over 800 colleges and universities.
2^159— T4 3
f^t^Ww?^* lifetime TvhhM
ff>mm^t^n fcr pkmul ^WtK fend pkm
^^^/j hfy been critlclzl^ as have'oth^rd for men mil as vi'omm
u-^^ p^ple when they came h^ck in th^iir 40's» $orty. you are too old. . / Vv
i ; One of the reasons WSAI^ is conterned about age diBoriminatibh^ ' ' ''^^
as Mrs, Mink indi<^ted. is that realize many women do takejtiifii I
off from working outride the home to hftve and raise children.^ Tmhf !
toere tLV^ often breaks in their edueatioto and in their wotking wre^rtf,!
But lab^t statistics will show that mc«t womeri, over $0 per<*n}f
' W6rk outside the home at some time during their lives, and thrtt <5Ur^
rently women m 38 perefent of the wotk force. Over ^0 jf>er?cent of the
wom^n over 16 year^^ of age are ^ the work force. Many of them are
marned and many have .children under 1^.. Mor^ tha^:iialfj the
children in school today have mothers who work outfiide th6 home.
Thus, it is not even accurate, to say nothing of honeet> to expe<^ UtUe
girls to become onlv housewives and mpth^rs. They do much mofe^
iii
■
; . They are^T^roi-keiif—Jiisid^ and oatsid» the home, They &re cftSz^ris ftnd.
r?' they deeerre equal treatment before the law, on the joV, and in our
schools.- ■ ' . , ^
bad thing.^
This^is not to that being k houSetvife find mother is a bad
^> ;; Jp^3M)|Wyi I like raising little, Hldj* and J hate Kouset^^Ork, t)Ut I am pQt
C ' one of those who says you are not a good person unless you^ate out ^
vrorking. , , , , • '\ , ^
7 / . AVhftt^ womb, coptribule to ,$ocielx in volunteer y^orU ^d Others is
M Important as bringing home a paycheck, put bearing and ' ' "
children takes only a very small part of a woman's iife'th^'^ayi
on the average about 10 ye^rs from the bjrth of the fir^ ohila untij the
last child go^ off to echool. And 10 years out of i woman's life is not
a very long time. . V \
.To illurtrate, I often tell a story about my grandmother; The last^
child v^ent off JO kindergarten aome CO vear^ before she died/ She
spent— even with 13 kids— more years^of her life working outside the
home than she did at home with children. And though hef grea^
gra;iddaughterf-T-gi^ls In school today— will not havo 18 children,
they too will lih 4 long time and many of them will spend the gr^tet
part of theli* live^ working oatafde the home, /
Our schools mu9t b^gin to deal with the Hiility of people^s Hv^p, not
with stereotyped or idealised concepts of life, Tjiat^s whaSt the legl^U*
tion v^e are discpesing today b about , / ^ ,
, I am lure many, people yn\\ tftlk about tjxem.. I am inter4#<i tjhfit
lEl
...... 29 ^ .1
new artwork, But the publisheirs go on to campaign that it taW hall [ \
a toillion doUare to launch a new series and a few millions mow bef oto* ,
the publisherd mfdce a profit IHh^f are not willing to make any n^w ' ft
eeries Or overhauls, I aon^t think^ tinlete w$ have thi$ legislation. "
I have long quote^ iii hfer^ from iin article itt the Wilsoji LibrarjT'.
Bulletin and they talk a fair amount about the California t^xlbo<sb,, '
Appamtly thei^ the etat« orders the books and they are used through^
§Ut the Stat^ in every school j^g^in they iUuHr&te th^ $am:e things a? V ; A
Mrs,' Mink nolnt^ out* ' , / '
I have oiUin been worried about the treatment of feinales, I think' K>
wh6n you make Jokes about somebodjr you at*e saylfig soruething. To(>'^:e%'
ofteri in school, females ate the butt of jdkes. In social studies te3tt•^ v<\
booKs. afl^^ the image of wdmah is that women setve peotoje ot m\p\ ^J<i^
men the important work* Man's work requir^« more training/ mWi,. ^ ;>S
and worhto should be pawm irt this society, fiot ftast^rjand m^m
01^; wlftts this <^ut in t^^ litei^tui^ that jftJ^^^W
a rai^ fefeale mak^ a eofl^^^^^^
not traintd.to take their shaif^ or hiola theii: own in d^fl^famaWiii^'-i, <i
Interchange Ther^ are nb linguirtio modejp M th|4 eatly Hti.tilytSH^^^^
for femaMto'take aclifolmrts ihltheldiajdg nor th^ t<) re^M* '"'^
^ ^ Others will talV about textbooks, biitl woijddjflb wS^^^^^
ol?6eW^^^^ t think if o^mH oM^seffit iilat;tetto^;^^
1 do^ajppe^^r on, TV and 1 thought jffeil, I hA& b«teir:Uv^ soj#"v:iS
ithl^'ple
So I had, readejrs from the first to fiftt
pie<» wia wtohing dishes and if she ,gOt^ : . ^
her out, I remember one story of a flood vviiere the ooy
the wives U> the bus stop so that they could go shoppingi^
In almost all the schoolhool^, women are not pictured driving a car/
The readers actually are about two generations behind the thne. The
need :Jor new texts and materials is obvious. The publishers admi^
they are not going to do it until it becomes profitable and the old book^
aire worn out
Even If publishers were interested in doing nonsexist testbooks/I
have heard it said by educators and administrators that fti^kes ab6ut
6 ^ears to get a textbook irtm writer to child At that rate. If the
writer was working now, today *s kindergartener would be in fifthi
SunCaU?ffi a reminder To vis t yout dochr or denti^ tv^l^ f>>
■ Pictumol tVQmen dofng JoU formerly doQftby men
, ' S s^wly Si for display in elepi«nUry ^oofrooras. It »s our
tomi^MuWe^^^^ th.n materials It U a pobt^
FeiAi
and an
l&in^d^^^^^^ ^l^^n mat^r^als It U a po^>f tie* '
, and $n atuww t^unj^ p^m^j^ T
vas lntere^«d JA
' tjcian's wif$tlii8<
ttoTlde It workehofc semJnAi^, aod/or statt devdbpment program tot UbrnH|itt« . ,
to ptOTl<!e Inromatloti on eextsm In bookft, recomm^nd^Hl A^ppl^mentary tonte* - ^ ;
rim. and ouj^r edu«JAtlonal aids. . ' ?
Allot fynds for tho generation and purchase 6i presently available non^xLst. a
curriculum nwtertalB, ^ - •
WEAL beli^ve$ that passage of this bill would help carry out these
fine recominendfttions. In se<?Hon 4(o) (4) funds are r^uo§tQd to bo
miide avaUable f6r pre^rvice ^d msei-vice ttftintrig programs, artd ; '
itK (a) (6) lot group conference^ symposjum&, gemina^, ana institute. ^
All of us ftte vietjnls ot products of our own pe^t, of our own ^duca-* *
tipn and our own socialization. Today te^ch^rs havo not e$ca^d tKft cV'
s^jc^role eter^otypinff and socialization whi<?h is d^^Scribed here> / / '
1^ itiu^ say feminfets like myself have not eteabed. Every' once ift »
yrhile my children <^tch me in ^ sexist expte^ion, Teapher^ must be ' 3
ma<le at^are of theit^ own feesist biased; they muH be trained ind r
trained to treat students as individual with potential to learn and ndfc A
as malea and femaWs with roles t<^ play. J?res^i*vice artd insetTice \
training institutes and seminars hat^ become accebted in>th^ civil
and human rights aeld. ' ^ ^ . .
In o\jr St&te of Minnesota teacljers afe required to take $ome hnimik >
righti9 liouirses and we ate beginning to add. courses on sexisi^. Bu^ \.
there ought to be a lot mote^ of them, ]^ellov^ship$^ conferencf^^ semi* ' '
narg, anq iriaituted mu^t be deveJop^ to wol-k Out new course materials
frnd cumeulom^ sh<Jwing the nositiv^ contributions of wo|hen to ii^i^Cf'y:'
and the reality of wopieu's Jives b\ the palt, present^ and f^t^r^ ^ ^
Puf t^afeher training ij^§titutloii3 mus>,be eneoutAged to de-se? their n^r^
courses arid Curriculum, bringing wom^hifvto thh malMreft^i^ ahd int«
eotjal partnership iji edqcAtion, Thfey mH^4ult<j6n$idering6^cM ^Wi
female— as^ the servants of iU system and .adtolhiftti^tor^'id^loV^^ i.^^^
the eiceeutive? afid poUc^maken^ m Ijie iWstepi< First; t^HmtyMpikliJM
))egiv^Atoeduc«ir^e)i{l#n, ^ / ^^^T^^ki:^
A major goAl of ^ucation is to prepare thie individual for the %dWd%^:K
of work— Inside and outside th^ hon^e-^hd foi: a vcKiation i^hi<?h will ^.^^^
make that kdividual capable of ^lf-siu)j^ ' ^ \ ■ ; - i^;
Dome^tio^ work and the care of dufdren is socially valuable and ' >;
neces^ry work/l?^dple should b^ taught to do it w^ll and have a r^pect - ;
tor it. To be able to tftke care of food, clothing, and housing is a neces-
sary 6et of skills. All children should leatn these self-sufhciencv s^fUs; . ; ;
This means that the traditionally i^xually separated co4rse of nome-eo ' Vr
and shop or industrial arts must be integrated and updated* l^his is> . " .
machine-oriented society and both boys and girls need to know h^V
to operate and take care of machines.
Boys and girls also need to known something about tl^e purchase
and preparfttToh of food, something about nutrition, the care of their
clothing, and how to clean up after themselves. Consumer education
is also necessary in this day when we buy everything. Tyoing is a
valuable skilh Every child ought to be taught to type in the upper
elementary^ grades; it should come right after handwriting, or pen-
manship; Te«^hing tyjping as a word skill, ajs a machine skill, ai)d as
a vocational skill would be a gr^t asset to thousands of children. ^
But instead of training all children in these skills, our schools have
been assigning these skilfi On the basis of sex. That is stupid and wi'ong
and a waste of manpower,
iii 't'u?*?*** ogMts. of, <(r b(t 'subjected to dMl^JoklM uMe? >
' ■ .S}SV*'^rfu^^rW<'J!«'^s^tXP*"? Widef <i A6W name, m I Si
' ' -"^ oihets, but tt^thei* becftulft^ tiilnk.tKey:aw
' Wrote i letWr tiiU pdii spi^ntf to the i>.0 'AdVikit^r (Com-
mittee foi: Vocational Education pomti^ ou^&iS I tSl^^
jma did iM^.tO vocatid Ahoofs andiSi^ Ifilt ffiS
: ; ■ The boys have three 9cl]i66lswith;<SQtir5e9>ftngiftg'^^^
.' • <to watch repair. . • - • . ? . . h . ^,
" '^ \ .--A^^^r memo, the schools sent out a letter saying drts will be • '
, , had a|pwiali6tej«8t toilet in these claeses. , f
^^^^^ soho^ls.are temmer«jkl art and a number of gthew
that I bought were wrfectly hoirod things for girls to be in and yet '^ ^
mri^ toachlne^, photography, prftttln/5 >: '
• • ^t?*^) 4?v# pistriet of ColiuftbJ^ AKoo)3.%at^^^'^^^^t^^^^
33
. requires glrh to enroll in halrdredalng (minority glrle onty), cooking and sewing
classes. Boys are similarly plaoed in auto mechanics, woodshop, rej;>alr hand
, ooQStrucHon courses.
• The report goes on to state that an educational consultant testified in
Federal court that Waco homemaking courses appeared to he training
minority girls to be maids and waitre^os.
This IS still another example of assigning a plac^ in the world on
the basis of sex or race.
Discriminatory or outmoded tests should hot be used to steer stu-
dents toward specific occupations either.
I think another person will testify about the Strong Vocational
Test which I first learned about from a yoimg high school neighbor
(male). To redo that test will take millions of dollars unless soiAebody
proviaes some help or money to desex these tests. I understand Mrs.
Schlossberg will talk about this.
Section 4(c) (15) of the bill calls for training, education, and em-
plojjment training grants for unemployed and underemployed women,
1 think this is ternWy impoi-tant
The recent issue of ^'Manpower" has a good article on the training
or retraining of women for nontraditional jobs,. It is about making
women the breadwinner or something like that It has some excellent
ideas for good vocational training of womem But we do need this very
much,
ManVi many women are supporting families. They need to be able to
find jobs. They need to be trained for iobs that will pay them enough
to support that family. I am sure otner will talk about sports and
physical education.
Our WEAL group has done a number of studies. It seems there is a
ratio of 10 to 1. They will have programs for sports r I there will
be fi^ut 10 boys to 1 girl in these programs or the mouey will be al-
lott^ about at that ratio.
This is tax money and I just don't think that is fair*
In Dallas, 8,80& participants are boys, 871 are girls.
In my own city of Minneapolis, I am told that we spend more to out-
fit one football team for 1 public high school than we do for all^ the
girls sports in all 11 public nigh schools in the city of Minneapolis. I
maintain that is not quite fair.
I think this is gomg to be a tough one. People feel very strongly
about sports. I am not convinced we are going to be able to have girls
competmg with boys. This will end up with all boys teams anyhow,
so wft are going to have to figure out something.
I think under this bill there are conferences and institutes and work
on this being done>
Women in administrative positions is my last point
Our 'VVEAL group in Minnesota has been challenging local school
districts over the number of women in administrative positions. The
Minneapolis Tribune of Wednesday, June 27, 1973 says :
Joyce Jackson became a member of a select group — female secondary school
administrators— when she was named principal of Central High School.
"She is one of three women in the Minneapolis School District to be
an administrator of secondary schools. Bethr Jo Webb is an assistant
Srincipal at Ramsey Junior ilu?h. Bachel Leonard was named Tues-
ay to oe assistant principal of CSson Junior High.
ERLC
m
ihtm in th6 fettlblovinent of hiirh ich<iol^iin
V ^>:?-/.OTf #ion ill thMmploytnent of high school iamlnistditort.' ■^T:^<
VjV''>''> F>**,t»?ie> MinA*|i]pOlM hftd ohe ^otoWi adriiinistrfttor, ths
, / only oth^ir district to hat© an^ wotoeh in secondary administration jdb^ '■
school admmistratore, 202 were women, and most of them are elemen-
' tary school principals. His study eatller this year show^ there Were
- no women school superintendents,
"Mrs. Jacksonj n$med to the Central High School post earlier this
month, said, 'Only in recent yeat^ have women been encouraged to go
Into adininlstration. Secondary school administration has not been
perceived as a role for women.* ^
Mr$,^ Jftck$on Is unusuftl^ as the story indicate^ but the situation is
not. Mmneaota's situation is typical Men m the executives in schools,
women are the teacher and the kids get the message,
Vft nm m^^n teachers and women ex^utivea need to show the
kids, not lujrtr teU them, thai sex^assigmnent i$ wrong. This means,
however, that our colleges of education all over this country ai^ going
to have to change* It mav mean we will need seminars and short courses
in school management for teachers so they can move into administra-
tive positions, if they like.
I should not say up into administrative positions, because I hai:>pen
to thmk teaching is probably even more important than administra-
tion, but we need to mtegrate. We need more men teachers and more
women administrators.
^ The goal of education should be to give individuals skills and in-
formation so they can make choices about their lives; schools ought
to be helping individuals develop their full potential: each child ought
to have equal educational opportunities in bur public school system.
Some may argu^ tliat title IX is enough, that prohibiting dlscrimi*
nation will end discriminati^. ^
WEAL argues that this legislation—the Women*s Educational
Equity Aet--i3 an affirmative jwjtion plan with money to make it work,
It IS positive legislation aimed at changing old habits and instituting
new ideas, materials, and ways p jf doing things.
If title IX is enforced and this legislation passed and financed even-
tualiy we should have equality of opportum the sexes and
we would no longer heed this legislation.
When all children ^me out of school self-confident, self-sufficient
and self-supporting, then thia legislation can self-destruct.
Thank you*
Mr, Hawkins. Thank you, Mri, Fraser, for a very excellent state-
ment. We have just ohe or two questions from the Chair,
You deal with the iBiubject 6f fckj^^ courses in th6 eehook To
what extent is the decision a voluntaiy one and to what extent is it a
telling fact that girls take certain courses and boys take others?
In other words, the courses whi^h you indicated as being listed fit
some of the Schools, would it have been po^ible for one of the girls to
ha ve |elect«d, let*8 say, auto body and fender ripaii; if she had wsnted
to I To what eJrtent was she compelled to accept that course or not to
select that particular one t
IC
^ny girl would want to do this, that H >vould just be too difficult ^ ^
My point is n6t that vocational education dh<iuldnT be voluntaryi
but girls too often ate counseled out or steewid out of oocupations that
they might otherwise be interested in.
Mr. Hawwks. Would it also be true that th& choice may to some
extent depend on what the persoh anticipates, that is, a gin would
iecled by the employer because of tne fact mat sneis a gin f ;
Jlrs, Fraser. Woll, I think that is a factor^ but if we accept thai>
nothing ever changes. * ♦ * ,
Mr. Hawkins, The other question is this: Tou mdtcated that cer-
tain textbooks were discriminatory! that the publishers base theif doci-;
sion not reprint purely on the cost factor^ that it would not be
profitable to revise the textbooks. ■ ^
Do you think t)>at this is the sole reason or is the reasoj\ much more :
complex than thai, the curriculum commissions and otheip in education. '
also influence teitbooks^ that there are a lot of poHtleal impllcajtipQ$
inYolvedotherth^ninei^lythfjC<>*faotoifl . ^ "^if'^ii^-Si^^
Mrs, FfiASEit I would gue IS we are cpminfet along far enough that :
a lot of publishers must be awar^ that thoy ate being criticizM and
that they ought to change and if they are not aware of it yot, they ;
will shortly be. ^ ^ , \ . il-
I think it is pretty much money. I guess I don't $ee much else bd-? .
cause they are so old fashioned* j ''i
Mr. Hawkins. Thank you. ff.
llS I certainly want to ioin the chairman In commending
you for the compr^ensfveneas of your testimony, Mr$. Fraser, I am
sure that your contributionato this h^fating will -be e)c^IWI®ly ^gmfl-^
cant in the final development of our legislation.
It is my own perscmal feeling in w«*rd to the majiy problem* you
have diBcuteedt The older woman wanting ip return to collegei the
problem of vo^atlcmal ohoicee. the diffl^ulties in universities and pfomo^
tions to executive Tesponsibilities, <iiat because pur collegee are $o
difficult to deal with as inrtruments of change, this lepslation tries^
to concentrate in such areas where changes can occur like <mrricu]um
and the way in which curriculum iB pr«?aented. Such changee wlU not
only aflfeot the children who will be m the classroom, but it will have
a profound effect on the teacher who is confronted with tW$ new
textbook, with new ideas portrayed in the text, in the picturee and
in ita presentation. This is one way in which the aystem ean c^;^ to
realize how it has been contributing toward the perpetuation of these
sex stereotypes, , . . ' ■ \ \ \
I would like to put a question to you in terms of textbook revision.
Where do you place it m terms of priorities. t>o you consider this
as impoiiant or do vou think that some of these other areas that
you have discussed are of equal importance or more impoitantf Is
this notion of textbook revision really critical to the overall idea o|
equity in educational presentation!
* ^^i,5K!!fff^4^ tWnk the Uxtbook wviaion 1b critical, bu* I
r & w?^t a'^o^l'' ^ ^^^^^'^^ '^'^
^ J tAmiJSS i*^^**"^\P^f??!^ b© fopliflh for me to oome here and s&y
;= , gttiorrw 6Very 8ch<»l syafom la the coantry has to buy new text-
• " wouldn^Xk^The^fd
S^St ai t^^'^rj sensitlxing o^f teacher?
T 4wT?f . I ^^^''^ we have to do it with sex.
andffinklh^w^tteL^^^
*^3?oti!!i!'l?'^^^^*y ^ P"^ ^ ^^ole business of vocational
fi SA^'^nl'a'^ *^ ^<>t trained
»>,rS^^iL?^^^ '^^P^'^h self-support. We have to
ante?l|« ^^-^
Mrs. MtNK. Thank you very much;
Mr. Hawkins. Mrs. Chisholm.
Mrs- CHisiiojcM. Thank you, Mr. Chairman.
K V^^iT *^ * ^^2f ^ y^'J'* curriculum and textbook mate-
rials, wouldn't you say that in order to bemn to reveree attitudes.
l^S^ntZ P<«teducationaf sessions fS?Sw^^
w«o^J^*%"i supervisors in your institut ons. Even if they
I^mi^fiif'^'lf'''' ^"^'^ that^many of them have beeh in the^
SIV^^ positions over a period of anywhere from 10 to 2& yea^
J^^^^L^fa" ? mean that they are going to be committed <J this
IIT. ^^flh?" ^ materials are not enough^^that
agSiJi ^ ^ poeteducational training. Woulfn't you
tJ^^E^^f^ 1?®"* think it has to be vety long. It can even
h^twi^iS W 2* '^?^ » ^"^'^ W mean" have
L^i? a couple of months later and so on. Once people
i^; JJvSS!2 they can almost sensitize themselv^ and
you a group action gomg.
* ^'^at sensitizing the administra-
1? teS% ImKu?'^ — ^
K*Ju^**^*®£!''-/!J* iMt question. Would you say on the
8 fiel<* that perhaps
w6 need to take a veiy gw>d. look at the kind of counseling fining
that IS being given in our insHtutions today I ^ i^.^'^.
/jvSii^^- l^^ ^y^^ ^ould be necessary since the guidance
f^i^^2!S-'*%/^. «'^.«r ^ direction to the youtig people
have mgpamed feelinw about this! / KFeopie
«f;i«iSi«fttfJ*vS^; J s^?Mo^ftmi»rt in my testimony. It is
ifnpoftant and I think yital. I also think that we maybe ask c6uns6lo»
to datoo many things. My own kids would comehOfhe and say the
coqn^lor is too busy or all the counselor does is OK trahsfer^betwSn
J think io6 Wfthj^ tlmw our counselors are clerks and hot counselor^,
Mt$. CuiBuotMi Thank you. .
Mr. Hawkins- Thank you a«ain, Mrs. Frasen Your testimony has
been very valuable to this cbmttmtee*
The neict witness is Dr; Bern ice Sandler, director/ Project on the
Status and Education of Women, Association of American Colleges,
STATEMENT OF DB< BERNICB SAITOLEB, DIBEOTOB/^ m
m 8TATTJS Alft) EBXrcAnOH OJ WOHEH/ ASSOOUTIOH OF
AXEBIOAN COIXEOEd, WASfilHOIOK, I)<0.
Dr. Sakdiar, Thank you very much.
I ask that my written testimony be printed in the record since 1 will
not read it all this morning.
Mr* Hawsuks. It will w entered in this record at this point.
[The statement referred to follows :]
SxAxeiitNT or Ds, ^f^ios BAT^r^vs^^ Drs^tdn, J^n6T on tmt Utat0$ jm>
KDUOATtoic 6t Women, Association Or A^utMun^ CloixtooM
I am Dr. Bemlce Sandlel^t Bht^utive Astiodate and Dir^ojr of the Project on
the Status and Eklueatlon of Women at the Aas(x;iattOQ'of A%H<^n CoUe$e^
Tormetlti I ma the Chalnnaa of the Action Committee of the Women's Kauity
ActlOii lieague (W£AIi) which waa Insthim^htat tn bringing about federal en^
foi^ment of KxectulVe Order 11246 regarding »0x dtsctlmlnatlem In txniTet»lti^
ahd coUeg^aV 1 am a member of the Board of numfefotw womenV w^anliatloi^
Incinding WSAL, and 1 atn also a member of th^ AdTtsorir Comi^ittee ^ tna
Economic Role of WoMen Wih^ Presldent'a Council of tJconomtc Advlsewu I am
altjo a former Vi^itliig LeOnx^r at the UnlveMty of Maryland, and a former
Educational dpe^i^iaiUst, vo>kUig on women's riabt«j ^th the Honee of Kepr«4enr
tatWes* Sp^lSnb<H>mmlttee onSau<satlon.^^^^^^^^^^^^^^^^ ' " 1
Discrimination against #omeh aii^ glria In otir edncational Institntlona is real
and not a myth. Until tb^ last few years it tias gonf nnhotleed» nnchaUeniged and
unch^ked/ indiHNl m IdTO. Wheik the drst charges of a pati<^rti and pra^tlee
discrimtnatlbn were died agalnsi coUeges and unlrersltles, tHere were no lawii
whatsoever forWddlnr^* discrimination Jn <mf ach^^ Womei .
students and facultji^ hM If^slatlye protect|co r only Kxecntlre Order 11^
appUed, and that c^v^r^ only InSHttitlbns with fedeNit coritrafjts.
It was not bhUl 1^0 that any Congressional hearings were ever held on the
subject of sex discrimination in edueatT<^ Repr^ntative Edith Green's hearinira.
befoi^ the Special Bub^mmittee on Education documented a ma^siye and exten*
site pattern of set dtscrimination in over 1200 fages of testimony,
One <>f the least nbted achievements of the 92nd Congreaa^ however, was the
legislative ^'explosion" concerning sex discrimination in edtication. litle YII of
the Civil Bights Act (Which covers emi>ioyment) previously excluded educational
institutions; in March i&ti that exempti<m was removed with the passage ef the
Equal Employment Opportunity Act. All institutions, public or private, and re^
igrardless of whether or hot they receive federal asidstancer are now covered by
Title Vn. Similarly, Title IX of the Education Amendments of lOtd contains
provisions protecting stndenfa and (j^oye^ from discrimination on the basis ot
sex in all federally assisted education programs. Title tX also removed the exempt
lion for professional, executive and administrative employees contained in the
Equal Pay Act of 1063, so that women facrlty are now covered. Moreoter^ in
October 1972 the Congress extended the jurlsdi(^on of the U.S. Commission On
drll Rights to include sex dlficrimination. The Congress has clearly mandated a
national policy to end sex discrimination In education.
With the passage of Title IX, many of the overt forms of discrimination are
now prohibited by taw--discriminatory admissions is forbidden all cburses in:
coeducational schools and colleges must be c^n to all students on th^ basis of
iPriT^ite undcrgradnate coUeget atid all single Ht ofidergradQate colleies ars usttpl
tt^m idMSBdoD rMQlreffientt ot litis IX Howst^i they are S6t ettspt rrom ths previ-
dons forMddliig dtMrlmlnatloa tf/tef" admttstoa*
^»»iiii»s^*iS:;«.v:-,:.:.»pis^
fh4 ««<jriPi(juiH<itf tliStOfobtti: girli and wotoe<i hi*^ Wottd Ui« hiAtU^ of
oflSctel pi&Ucie§ atid ^mcdc^ ^ ; / v ^ - \:
,> J^^X X^^H etrfitt when ^Uo*M ^Uiij ac^ie^ wlU atlU pemrtt^
^U^hi s^x aiBCHmrtfttlori/du^ ^booh; like tl|o re^ of society, t^r^^tigtit in
H tr^b (^t outdated AttJttJdei^ i^temtypw, and ajpsumpH^na abo^it ^oj^eii, B^^wte
fact that woineii aife now more than 40% of the wot-k fort^. Our schools etiU
' opiriiW, though oH tfro^D^o wi'i? apd 4uU work. Our young glrte ate not
wtiwji^ to ^wnk M patt. of thejt foturo Hv^a. althoujfh i)QO$t of them win work
m 25>k#? oir tiiote, rtgatdlesft of whether they mari^, have children, or take
time otf for chtldrearlng. .
i> From the tltie a youn« girl enters school she learns wore than Just reading^
rwHtljtg and arithmetic. Her textbooks ar^ far mor* likely to be written about
t>oys atid » ^tA wotnen al^e rarely major characters. She will read about
boys who do (fiteresting, exciting things t they build rafts and tr^ houses s they
hare cbauenging adrentures and solve problems^ and they rescue girls who are
' so ttuptd" that they M into trouble. Ot)e typical book pictures a li^yaaii^ld
glK standing on a chair, screaming because there is a frog on the ^oof s i^er S-year-
old brother rescues her. \Vhen girts appear in books, they are passr Oi they watch,
they )read« they dream^ and are incapable of solving the most eienicntary problems.
About the most excitlug thing that girls do in books iei help mother with the dishes
or take a trlti to tho supermarket ^ »
Although half the tnotbm of schooj-age children now work (and one4hird of
the mothers of pre^/^hoolers also work) mothers in cbildrenHs books all stay bom«
and usually weair aprotts. They are a somewhat crabby group, always entreating
tbeir children to be clea>^ a^d to be goodj although they are warm aiid loving
when children are hungry or tlU Women are simply characters in children's books ;
they have tio interests beyond children and home ; they ra^fy even drive carsj
Hhd they too are incapable of solving even the simplest of problems, like dnding
a box for a kltteui or mending a Mmple toy: aU problems are deferred ''until
Daddy comes home^" \
Even arithmetic books^a seemingly neutral field— are riddled with seiual
sterotype^ that cripple our young girls. A ^nsitlve Oth grade girl; Ann MacArthtin
In a Maryland junior high, analysed her algebra textbook and not^ njaw ex-
apdPlea • |a ^ptii problems, su<^ ae : boys and m^ deial with large ^ixm of money,
inake large purchases and Invest their earnings. Olds aad women deal with
smaller ^ums, su<^ ^s th^ amount necesaary to buy batter ov eggs. Ueti and boys
do interesting things: they build a road, paint a bam, ride bicycles and |;)addle
canocb'. The problems that females deal with are almost always in the ho^ne : they
measmematerialsfor a blouse, and are concerned with ^Improbabl^ anil impra(^tl-
cat age problem^\ sucii as : ^'Janet being f& as old aa Phil.'' Wotnen have £o occu-
pational role other than housewife or club memb«
t eould goon and tell you more about half of our population, otir giria and
women, and how they have their lives and talents and aspiration^ crnk>led by
a society which Bcea them as s^nd-class cUiaens. I could teU y^ti of wm-mean-
Ing teachers and counselors who tell our young women that most lields are ^'tbo
hard for a female,'^ or who tell young women "not to worry about a pareer be-
cause a pretty girl like you will get married*' ! can tell you of a second grade
tocher who: told a parent not to worry about a bright girl who was t>ored in
achool. because "after allt aho*il only be a housewife.'' And I caa tell you of
teachers who ten their students that boys ate better in math, which be<^me$ a
self'fulfilltng pr<^hecy* even though there is no dltference la math achievement
In the early years of grade school. ^
I cat! tell you, toov of professors who tell their women students that women
shouldn't be profe^aionaUi; who discourage women students froin copsldeHng
gradtiate work, and I can even tell yon of professors who ignoro Women sftldents
In their class, or make ''Jokes'' about how the ''girts*' wouldn*t understaiid 'Vhat
j#e men are talking about t could tell you about the *'under achievement" of
women, which is a hationatteandaL IV>r too many women, education produ^ a
iense of inferiority.
mHalf of the brightest people in our country are women, yet the average womsn
iQ^th a bachelor^s degree who works foil time earns abodt the same median tn^
39
come a» a mftn yt\xo \» h hlgh $ch<K)V dropout catioh mi loti(r affoKi to wast^
haw oMta rmurccflj tH ihii U precisely Wh6t la happe^tuif throughout ouf
aoctetjr n<^^. If we are to begin to remedy the iDequtUes that women face
iie«d f nuiMve ptogNttt to coimtmct the bla^ that Borneo face.
^ ^ould help develci> oew prcgrmn for womea inid liHs at all lerels,
progmtos which would h^p womeD overcome the dl$4dv4intii«e^ of bf Ink iralsea ia
& fiodety where they are tiot «iven the $ame,ot)i>orttinltle9 that ^re the birthright
Of their brothers.
Much of what haw^ns to women and |irl8 Is uhconaelou^ $ttd not dellberjkte
but that does nOt make it hurt any the fe^. B.n. 20S would allow for the de^
velopm^nt of matertalSi tratntng programs and truteirvice p^rams to help our
eduditionel personnel fuilfl!! their obligations and hew refrpott«ibllltie^ toward
our young women ahd men. Th6 bill would eneonrage th6 oevelopmeht Of all
aorta Of programs--pr<^ms designed to encourago young wbmen to euter study
areas and jobs from which th<?y have traditionally been es^cluded; model pro-
grams in providing physical education, evaluation and development of textbooks
knd curriculum i readn-out programs for poor women, unemployed women, older
women.
Specific attention also needs to be given to minority females/ Too oftfen mai\y
of our ninority programs have bc^en aimed at minority mol^, and too Often, our
program^ aimed hi wom^ have focused on ioMfe women, V^o^ etamplc '^v'^^tbook
publishers hav^ made a special elfort to show picture of bUcks iind other minor-
ities in prestige positions i minorities nov^ ^ppeaUt in book$ U doetn^is, Judi^ en*
gineers. But these plctares and storied ^re almost exctolv^ly U^i^ited to min6ylty
m^tes, ft is disservice to hold out encouragement for hignei* aspiratloils to
n^le children only. H.H* 206 speelAcatly allows for program^ to bo developed fot-
minority females of all cul tural and ethnic gropps,
KgiATio:<snip o? itrtE ix oy rut eovcat^o^ AMgNDMRNTs or uri to ii.!a< i|os . V.
*Htle IX forbids discrimination on the basis of sex ln>lj fede)r^)Iy a^^Uted
education ptograms, but it \\iU not create heW programs for dlr^.a^lsUitice
to ^vomen, For example, Title \X prohibits a ftchooffrbm denying girli adtt\i^-
sion to an auto n^^chanlcs ^oursf^. Bot^ever, H would not p>otlde fof <t Jiew pro-
gram to be design^ to directly encourage girls to ti^ke the ^^ursO/ov' to tt^:
counselors to advocate tho entry of girls Into such a course, ho* would it trala
the Instrtictor to deal fairly with tho new female students, To merely erid dl$-:
crimination U not enough; new pro-ams are vitally u^ed to deal with th^
new issues artslnjg^ as dlfoHmtnatlon ends.
Wh¥ fi a Stf^fikU Bin Kit^miff Cdn'l tU Sam TMngi Be Dbne By Alrea^ir
In W&\9 ahd h thi^ US. Office of Education are numerous prop^mii \^lthln
whtch funding for Bpeeific activities concerning wom^n n^lght well be fundea.
the llketihobd of aby substantial etfort for developing womon*s programs by 01^
is very small, considering OB'S past hfstor)'. In Koveo)b0r4v72 tb^ Oommls-
slonera Task ITorce on the Impact of Oifice of Education Prc^ams on Women
Issued its report f'A Look at Women In EdncaUon : Is^es i^hd AnsS.^rs for Hl:W.^
the report Is damning, particularly when one notea thM it wasjireparcd hjf oB:
perionnet who are Ihoroughly familiar ifiifi the problehis of OB |n*ograms: Tte
following quotes are fr^i^ the £t^port; ^'^
: Throoghout the «g(eneles rO£l and XlEli the Task Force fouiiid little Undeir*
standing of educational awnrehess ; . . Unless equal opportunity for v^omeh
ts made a priority^ neither agency is likely to iausialn major chang(^ tp.^)
. . * it la abundantly clear that education contributes its shar# to the ex-
ploitation Of women. Through its system of formal edndatlon, society should
seek to nurture young minds and to op^n doors to lifelong opportunities. On
both counts, edncatlon la failing the female sex, (p. 21)
0^ funds help to support the many discriminatory practices that make it
particularly difficult for women to gain access to the education they want. (p.
d2 )
The Report, which Is 141 pages long, examines virtually every program w(thtn
OB, NIB, and OCR for women, documenting how government activities, programs,
poUcieB and practices ignore the problems of vromen. I^pedflo recommehdationii
were made, and i^entnally tarlotts heads of admlnlstrahre iinlbi were asked to
respond to the recommendations. To the best of my knowledge, the^te recommehdav
Uons have not been officially accepted, nor implemented, nor has a date beeh i^t
, w<to^S not wrt o< th^ network U VamfH ifrH^mmt^
, pc\W atid prActJ<!Wl. WUb n spMHc bill for wofr^^n^s p^^^r^lti£»; nibVo woto^a
would «n^w tho Informal netwoxK| i^nd h^x^ tb^ opportunity ^efect^ottfer
poHdM and pt^ttli^ / - , * . . ' ' .
.What 18 Wed«4 U A "cro*8<mttiWf**, approacb; p>ogr^m.tb^t wonW W^hSd^
namw ?*tfpQttcri >l#i«, ^ pi^<^ftfiin; that, wowld in<ijeate com|iiItttl^tir:<lt "
nattonia ptibllc p<^J^ loyri. tbU is «ebaiS*]R. ^ i$?o^i|^ 4o;v - ^
gOttW ffjt. Qmfm mh She JSqm »m$ ^weW4l»f BcU/kd*
th^ pmX Rlgb^ AiiQ^^ndixient Would fotbld discrlmlnatol^ pnk<Kic^>nd {k)U*
d«d by MeiU, stite «iid |oc$l gorei^^nts. It wotild mafce ?ioi 4 ??Bt<s|>^?
mMtflcatloa In tbe Wme way tl^ft^ U a ''auiip^'* eliuaUlc^Uob
I4tb Amendment ^0 qu^tlon ma/ then b« M&ed ad to iWh^tbt^tr activities
funded b^ tl.B« iK)8 would be "preferentlaV- treatment and violate either tbe
Bqdl^l Rl^bta Affi^ndment bi* tbo 14th Amendm^'nt
vTTio €omH$ hare held that when shapU^g a remedy jfor race dUfcrlmlnatlon/
'^resent correcttQn of p^t dlserimlnatt^n is not prefer^hHal",* Case after oase
ba$ upheld a0mali^> action ineaanrea &a a pioper and equitable m^ana of Mitt?
lu nutnerpuis a^noo) dedeltfegatlon cajea, aflSmatlve correctioh programs of a far
stronger nuture than thoea contained it U.H. 208, haire been Iniple^euted by t)ie
courtar M^fe noDHllacrimlQatlon la.nOt ^n<^u|eh j concerM Effort la n^cesaary to
remedy tbe eftecta of paatdlsorimlnatlon. r ' ^ . ^
tTndeif the strict scrutiny ntillaed to determine divert ^ilnitlon concerning a
«U9{^ cla68lfl»ition» it mighc well be argued that fhere la a ^^coinp^lUng tiati<$nal
interMV>^ teipedy tha effecta of pait dl^Hmlnatlon; Thla nrp^ent would
Juatlfy hatlnf lex-baaed remedial prog rama for women und^t th^ Eolial Rights
Ameudment Moreover when a claaal^catlon ,whl<^ ia usufilly d^f^mfkl oaeit>u^
(l.e.| nkce, sex) 19 used to reme4tf past deprivations, a low^jr atindaJ^l (I.e.. ''c^a*
aonable^' or '^rational bi^s,**) t^^ay ba nsed. In X^ze^\<kik y. UorffUfi {&S4 U.S.
MX (19W) } , the court upheld tho uao of the "reasonable" baala teat on the ground
that remediation bf past Ineauitiea tvafi involved, even though it Involved a benefit
based On race^ ' . ^ , . * ,\ '
V. H.H. 2(>8 ( Section &(c)) contatua ptoylslon tt^ilt jn^h coold not be exbluded
from any of tbe prpffaina funded by the bill, atid .wa #el<f(^ine this,
Horeoreh there is Congressional present to juatlfy t^e progrima tbat would
be undertaien by H.a m Under Oltle lY of the Ctrl) Rl^tl Act oi l^, iU
OoitunUsloiber of Eduoation is 4^powetcd to render teebbfcai i^tstahce to public
tnatttutlona p^rn^rtt^ir/ a^oj^ftln^ MkK Imi^^enti^ de^^^ Tbe Cm^
mtaaion la algo a^th^rlaed,^ through granta or con t
bUher ieamini» to (HPer^te short-terb^ or r^t^r Seflal^h'lnaift]dt^ f^^
utiona of
. ^ . , ^ ^ , . _ , _,_j|^n'lnaHtdte* fo^r^^^
training t^ improre tho ab))ity of teachers, aup^ryl^oirs^ eoui^
elementi^ry or iecondait. school personnel to deal etfe<^reiy with sp^aie^^
tional problma occasioned by desegr^ti^tt ^e Oot^li^Mier i^ Uso ahtho
Ued to make gra4ta to pay in Whole or in part for th§ cp^ of teacher fttd other
Cans m (Ifrtb dr. l»Tl)i
mmm.
41
fchpol pemimel iniervlce trt^loiog in deajing with probleum iQcidental t<> deseg*
imtion and mm^itg spedali^to to &d?i$Mi^ ptobiema lii<ddeotiil tod&egr€fcK*
Title IX 0t the ]^tieation iLmendmente of 1972 ame^ided ^Ue IV to iiiclude seici
86 that ^t«ttitbt7 authoHty lot oi th^& ptolHims covert by H.B. 208 already
,e%l^st$f aUhou|h »Q funds were appropHated for pu]
I thflil &e probtema of mm
Howevef, HB, 208 recognl«ea thflil &e problema of teom^ are not IdeotlcM to
tboae of racUt minorities. The latter haye heed excluded by separate school sys-
teins. The problems of womeri occuif within an ''iategrated*^ aettan^j tm$\^ have
been involved tn coeducAtlofaal institutions but have not bad equal treatment,
encoufflfifement, or c^portunitiea within those institutions TiUe iv deals with
desegteKating institutions and would applj^ only to th^se single sex eehools that
are in the process of admitting the other set; It does not a^ to coeducational
institutlonfr. H.R, 208 would allow for the development of programs in a variety
of settings both In and out of ^ool. The Congress has passed leglslallon fot
program^ dealing with other disadvantaged groups j B.B. 208 would similarly
provide for programs for women.
APDttt0N4t\M500|lMlKI>AT10KS .
Although the bill is exceptionally weU^rafted, there ate a fev^ minor techni-
eaUttes that might best be changed :
1. Bee. 8(b) lin^ 16 and 18 should read : , . at a rate not to exceed the
maximum Mlif rate prescribed for grade 0S IB in eectlon 5882 of title 5,
United SUtee Code'^ ' (italics added). The OS 18 category la fn l^^eping
with other similar legislation.
' 2. I wo^ld tirge that the bill go Into eftebt foir the fiscal years of 197i jtOTS
and ma, rather thaii m5, m6,^^a^^^
Our educational and community institutions will need a substantial amount of
assistance if they are to help tvomen rain their pMce c<iual partlcipiints and
beiieflclarles of our society. They are caught in the traditions and policies of the
past, traditions which are outmoded by the new realities of wotneh working, of
non-dlserimlnatlon laws, and the nevr= recognition of the tighid of women. The
way to solve the problems emerging as womanV role changes is far from clear j
we do not know the anawer or the beet way to handle the neW Id^s and Iseues.
It wiU be dimcult. If hot impossible, to discover these an^vvers unless ther^ Is a
concerted substantial efToH at a national policy level, with finding and commit-
ment Unless our institutions receive help of this sort, they will be vulnerable to
continued charges of discrimlnatlen, as well as being unable to adequately fulfill
their responsibilities to women.
Although the women's movement Is growing at a tremendous pace, women*s
groups are not w^l financed nOr able to mount a comprehensive program to do
what needs to be done; the government must lead the way to help our nation
utilise the human resources of this nation. And half of those resound are women.
H.R. ^ asks for a ^Pathetically small amount of money : (15 million for the
first year with slightiv larger amounts In the two years following. |16 million
is the cost of one F-14 Jet plane* Surely our nation can well afford that amonnt
to help half of its citisens overcome the disadvantage of having been born
female in a society where being bom female is too often a handicap.
AVoMcw Students; The End or Second Class CinraNsnir
(By Margaret f)3iftkle)
For some, the words "women's liberation" evokes images of radical, man-hating
bra-bumlng women. My friends In the women's movement— «nd nksny of them
are married, to men— tell me that bras were never burned, and that the more
serious and important activities of the wmen's movement rarely get the at-
tention of the press.
Women and men too are becoming Increasingly concerned about and aware of
discrimination In education. How many of you know that formal charges of se^
discrimination have been filed against mOre than 400 colleges and u^verslties
in the past three years? How many of you know that none of these charges have
yet been refuted by the D^rtment of Health, Education and Welfare? Some of
ERIC
^ Ibi there were
h<i ^sir» ft'hatAO^rtf tWt prpbtWt^ ^< dlscilmlftAtion Ajr^io&t women fn edn-
, March JW2. aU trf,acatiQ94n!^tHutl«?h6 m corerea. fltte vf of &^ m
rfwW.^^^ lyHh the l>ftiw*fe >f title of the fejuttitfop Aft^iiMi^hU
let (MTIW Jfee Hl*l|*r Sdttcettoi^ A\?t), dbetllitoatt^^^ (m,theb$«id 6im in
t^efifiXf tsim^ edi«Jatl6ti progftttne )$ pvotj!M]teii» ITi^.PQ^ftl Ipay Jl^^^
cover eiecuttvef admlnldtratlre and professlrn »! ^m]plo;^e«d tihHl lot? 10t2. The
: US. Conimisftion on Civil HUhU d!dzi*t apply it B^t diftcrlminatton, NOwit do^
in f^wtf when WBAt filed iw first historic cliarfi:e, Coiigre«Mortal hefttlag« <m th^
^^^^ 1^ Amebd^i^nt had not yet been held. In ^ranuary 1970 onlj^ the SU^-
tlve Order ai^Hedi which forbade contra<:<on[ frotn difoHmiuatijlg' in etn^oy-
meat It was not etitorced with regard \b dlscrimio^tloQ on the hM^^'of $ex.
j?e^ Ithldeliaes had not beep Issuedj abd On}eir «>(o. 4 which det^lla the re^tilre-
V i^lien^ did not Include /Women ; U at^led only to
mlnoHtlee,
::< :-y^^ have Indeed come a^losg way In the ivast three years, but it is iust a
beginning-
Blscriniinatlon In student employment (Including work^tndy programs ) is
prohibited by the aame laws and regulations which prohibit discrimination 6t the
basis of Bex among regular employees^Execuilve Order 1124e» Title VII of tlie
CivU Rights Act of low, the Equal Pay Act of 1963, and Title lit of the Edu-
cation Amendments Act of 1972. Hiese laws prohibit any differences on the
b^sis of sek In biring, upgrading, Salaries, fringe beneilts, training and all other
conditions of employment.
FracUces such as routinely assigning fetiiale students to secretarial }dbs and
male students to the hipher paying grounds and building Jobs, are in vioiatiotl of
these taws. Another example of the dlsdriminatton against student ^ploy^ : a
woman at a coeducattonal lry League Institution who applfed for a job in the
tinlrersity greenhouse was told that women were not hired to work there because
''they vm tbe plants.'' ^
We cannot separate the education of women $tudants from tbe climate of
that educatJon--tbe treatment of female employed ;>y the cdticational Institu-
tion, the reepect that women receive from their prof%?8Sora and peers, women's
access to facilities and resources, etc< Much of the soclr 1 context of an educational
institution is Mh determined by and redected in the composition of its work
force* Olris will not aspire to become professors or doff^pm or lawyers or busing
executives if they do not see women sii<N^fully t^rNxrmtng these Jobs.
A recent Study by tAivabeth Tidball statistically ^anfirms the importance
to women of female "r<rfe models, 'VSh? found that the buinher of "cateer suc-
cessful women*' was directly proportional to ihe number of wotneh faculty presebl
fn the achievers* unders^duate institutions at tbe time they were students. In
fact, the correlation was a practloallv perfect +0.P^4. Cleariy, the vlslWllty of
women successfully perfojinlng highly professl<«ial Jobs positively Influences the
career aspirations of female students.
Although mat»y people iitiirasstime that women wlU be wires and mothers
first, and students aijd employees sfiotid (If at -all ) , this Is no longer the caw. Kow
the average woman can expe^ to i^nd at least tweni7-fiv6 ye«rs in the paid labor
market, Over half of the tjr^en })^ween 16 aUd 6$ are in the paid labor force
and the number }s growlni Mok women are i>^ic6m\ng Itudent^ Ju^ as more
women are Joining the paidlabor force.
Most pe<^e have at least s^e familiarity with tbe employment issu^ which
are of concern to wometi--eqittl lAy for equal Work; equal ae6e^ to'iobs. eqtiAl
chance at promotions, the eltmlnatlon of antl nep>lism polk^es and praotfe^
treattogplregnaiicy and tibtldbtrth like any other tempowiTr tflsabiUty^^ A^
these Issues arise when tmiversltles ?Alcfe are ^^5vernia^nt 6^ntrtctortr develop
their ^'afflmatlve actloft plan** (under the Execufive Order) or trbeb they eevle^
their MMti to asstlri^ that they ite in com^nca with oUi^r leglslatldn.
43
, ilaoy df m ^meht im^ art im hmiUtif lew obylow. Jt Is these l^eww,
totifeV^f.^bteh bothUlUAtMtd Hhd deteiipitife the edocati<«al climate tot women
klM miiiixiioti, an4 most likely, it is these issuea which are ol the meet lute?*
est to you, ... • , * » ,
Uotil the p«asaje of THIe IX of the t;<itioatioh Amendmefiia Act in /uly of
th^re wftsiio federal legislation wWcb pn^^tfi^ Al^^'^nf tr^ttneat
of studehti Oft the b^isls of sex Altbougb yott toay lioi h^te liked being kept opt
oi a shop or carpentry or borne economics class in high scbool, it was perfectly
legal foir schools to do this* Now it is hot Tbfe key sectloft of TJOe IX reads :
No person in the United States shall, on th^ basis of s^jt, be exdttded from
:pariic3pftti in, be dehled the benefits of; or be suMocted to dlj^crJmlnation
under any edueational progrram or actirlty receiving Federal financial
, assistance. . » « .
' Tltl^ )X caters all educational instltntldnih-preschoolsy elemebtaty and sec-
ondary, colleges and universities (pnbUc and private) that get any federal money
Whatsoevex^loahs^ gfantA reterine sharing, contracts, j&te.
before we talk about what Title IX dan <o, perhaps we should mention Mhat
It can*t do. There Are three ejtemptlons to these provisions t ^
Beii^ou^ fniiiiuHoH4 airo exempt If the application of the antidiscrimination
prOTtstops is not consistent with the religions tenets of tbe organisation. Dis-
criminatli^ on the basis of set for reasons of custom, convenience, or adminis-
tfaiite tute is ciearly probibited. For mmpl^- an institution run by a reltglous
Ofder (e.]g. Jesuit) 6n2ld not limit adnUsslon to graduato school to membetis
one set because of ttiiditlon. It could, however, limit ^faculty appoWtments to
members of oue sef if a religious tenet of the controlling otiganlrj^tion requires
(bat faculty members be members of a religious order that admitted one sex
only» This et^mpUon !s very Umif^,
' if^Uiiirv ici^ti are e)cempt if their PH^ftt^V pi^rpo^o is to train individuals
for t^^ military ^rvlces of the United States or the merchant marine. This
e5temj?t|on 'doc« not apply Just because an instiiutloh may otter Roxa Tbls est-
emptiote isVery }iiM//f<l. 1 . ,
EitpnpHofU from' n<>n4i9crimiMi<>ry ad»(«*OHS.*--Frlvate undergraduate la*
Btitutlons (such as ij^a'rvard, St^nford)i tr^ditio;)aiiy and continually singie-sex
public undergraduate Insititutions (and there afe 6uiy a h^^dfui of these) and
elementary and secondary* schootg <Hber thiUt vocational schools ar^ exempt from
the a4mis8iohS provision of Title DlscHminaUon in admissions i% prohibited
£b 'vo<^ tlonal institutions^ all graduate and pr^fessona) ihstltutions^ public
private; abd public undergraduate co^ucational institutions (stat^ college^ snd
effective date tot this prohibition is July 10?$, one j^ear from
the' effective date of the Act in general. These exemptions apply to admissions
duly : th^ do not exempt Institutions from the obligation to treat students equally
once ihey 0r$ admiiie4jo a proprm.
Tltie fx of the Education Ametidmenta Act Is patterned after Title VI of the
Olrll Bights Act of 11964 which prohibits discrimination against the beneflciaHea
of programs receiving federal money on the basis of race, color and national
ort^n, but not sex. Like Title VI. Title IX Is enforced by the Office for Civil
Kight^ of the ]>epartment of Health, Sducation and Welfare. It tH^vldfes students
$ritb tbe legal tool t6 protest sex discrimination. It is a potentlaiiy powerful tod r
If ah institution does not comply with ita pravislons^ the government ma/ delay
money» take back mohey nr^vtously awarded to tbe institution or debar the
institution from receiving futuro c<mtract8 or grahta. At this point, regulations
have not been issued, ^owever, complaints can be made by writing to HEW
Secifetary Weinberger* Title IX can be expected to have an impact on a variety
of areas. liet's look at some of these in more detail.
Perhaps the most obvious 19 ieJf-htM adfuHiUms, It an institution Is inte^
estecl in having a student body of th^ bighest calibre possible, why do quotas
on women exist? l3ince when do your ovaries control your IQ? The most often
cited ireason is that women are "bad risks.*' Howei^err tbe career patterns of edu-
cated women do not confirm this asaumptton. A 1068 study showed that ninety'^
obe t>erccnt of tbe women wbo received their doctorates ten years before were
workingr that four out of fire bad never interrupted their carrers, and fewer
women than men experience eareer interruption lasting from eleven to fitted
months.
Changes in admissions policies and practices come slowly, even wben tbe law
mandates nondiscrimination. For example, sc«ne medical schools did not want td
sign the government assurance {under the November 1971 Amebdmenta to tbe
PuMic Health Service Act) that they would admit women and men on an egual
O 2a-15S— T4— 4
puWtc ai>d prints) b$d |l hm pec^nt <i\jotA oh womei
Stanford Vnlt^rirtty had a 193S r^iftil$tloto on th^ books v
pwttt of cornea to forty );>ercetit - . j-.
' DlacHmioatipn Iti aamlMcQg and th^ lack of eboouragmebt wofeaali'ket to
aWatded doctorate©. It is ^(stlraated tWt only of thrtfe hundred Women iii
the talM St4t<!$ today with tb^ potenttat to earn a Ph,p. doea do, whllp o?io of
evm tblrty m«n with the potential reeeim a doitorat^.
IfOikK; MlOfc^Xif)* $€hohr$Kip4 and fifuj^ncM aid^^Th^ liia\)Ulty of wotnen
to oomp^td eatialiy frltb man for Unanclal at many institutions tells \vomen
that Uiejr eda«it$on is cotaidewd \m toportant tHtt the Vacation of men.
A atudy by the WncatlonaJ Teattnir Bamrlce foutjd that, although women and
men need equal amounta of tlnandal aid In college, Ufa av^a^^ atcaf d a man
\cas StiS higher ihw% to a nx>mm Another atudy fonnd that; although undeiS
gradoate female applicants for financial aid were on the average better QuaUaed
than the mate appllcanta and their heed for Bnandal aid wa» ^ulralent, the
women had greater dljaculty in obtaining aid and had to irely bore heavily on
loans. Dr. Helen Aatin haa reported a almilar patterh |it the ijraduab leVel In
a Btudy of w(>m€n doctoratea^ Aatln noted that women were less likely to receive
aid from the governments from their Inatltntlons and weJe therefore mo** Ukely
to rely on their own aavlnga or aupport from their famUlea ahd/or fetwU^eS,
Faculty AUiiudes and Equality in the CJawoom.— the same awumpUons that
of ten lead financial aid committees to give priority to male $tadaht# Often ca\lae
facalty to treat women differently in the claasroom, Although the diacouragement
that women often receive from faculty may be benign In Intent, it often has the
effect of devastating career aaplratlons and feelings Of self-worth In the embry-
onic stage. Often professors and peers unwittingly reinforce set stereotypes.
Women at the University of California at Berkeley reported example after
example of this type of discrimination in their 1070 st^dy \
I was told /'I'd never accept a woman graduate student unless she was
unmarriageable^^^ etc.
I entered UO as a freshman and upon my first intervlev^ with an advisor
. was advis^ that It ws silly for a vfoman to be serious atK>ut a careeri that
the mo^ satisfying job for a woman Is that of wife and mother , ^ .
A weU-meanlng faculty member vho serves on the affirmative action coinmlttee
at a Maryland community college, distributed the following uotlce to his Spring
semester students m 197$: ^ ^ ^ ^
^ Vnforttinately, most men write worse than I/do/ which Is atrocious, For
that reason, I prefer (strongly prefer) all such papers to be typed, solely for
the purjKwe^pf leglbiUty. If you men cannot get such papew typed, pf^se
have yotir girt friend, wife or mother write them for you. • • ^
a is hard to solve.a problem unless t^er* is recognition that a problem exists.
AJthough the la\y how prohibits differential treatment o^ etudenta On the basis
of sex, those perpetuating th^ discrimfnaUon pften do not even really that they
are lij fact, discriminating. AU too often, aet discrimination or a sOx role stereo-
type is so widely accepted that it is regarded as the^horm : A man being asked
his grade point average and a woman being asked her typing speed; A male
science student bein^ encouraged to go to medical school, while Uje woman who
helped him pa^ organic chemistry is counseled to become a nurse or lab tech-
nician. Male chemistry vstndenta . expected to build, rockets and female science
students exp^ted to wash teft tuh^. A woman^ athlete belpg regarded as a
biojogigil mUlake, while a male athlete Is revered as a "wal man/*
All of these assumptiona-^nd many more like them-nire both widespread and
deeply Ingrained, At this point, only th6 faculty memt>er with a keen senslQvlty
to women's concerns can free herself or himself from these limiting stereotypy
Te^lbooki and currkutum ichhh treat hoik $^e$ fairly.-^xtbooluL offier
instructional mat^ria^ and currt^uju^n at aU.levels now often present (Ms same
sort of stereotyped image of wom^n and men. ^x^ka**rom iSd K
to medical wjhool i^twy texts have come unde^f Ate for their biased, sterStyped
Ushers WUUama and Wiprins to recall araa Ai^fomical Bi^or^Hi^mi^^
45
because of Ua poitmyal of Vfomen, It waa surprisingly easy tp get this book re-
called. Some of the Utiea lu tlOa text lydudea : ^aa^^o^ fi.^ ^^inir
We ate aorry that we cannot make available the addre^ of the ypUng?
ladles whb grace our pages. Ovtr wives burned our little address book at our
; last bSLjrbecue get-together» ; . * i.
If yptt think that once you have seen the backside of one female, you have
seen theoi all, then you haven*t sat lu a sidewalk cafe in Italy where girl
watching is a cultivated art. your authors, whose aeal in this regard never
flags, reter you to Fibres m-W and 53 as proof that feniale backs can
keep an interest in anatoimy alive. , , \ t.
Thu8 the * little bit" of difference In a woman's buUMn biology urges her
to ensnare a jnan. Such is the cur$e of estrogen, , . i. I ,
A new area of activity In higher education |s the analysis of textbooks and
documentation of omissions and stereoiyplng In thein. Fpr example, one study
Showed that )n 2t college textbooks used ta American History courses, women
were virtbaUy absents no book devoted more than two percent of its pages to
women and on^ devoted only 6/100 of one percent to women, .
The number of Womens Studies courses has been Increaslnjp and now there
are well over a thousand such courses. Although these courses ate often excel-
lent—rigorously academic as well as enlightening— they, much like Black Studies
programs and continuing education programs, often occupy only a fringe status
at the college.' ^ , ,
Most people agree thfit Women*s Studies courses are performing a vital role
In educating women and men about the role of women in society. At the same
time, however, women agree that the presence of a few Women's Studies courses
does not relieve an Institution from the obligation to take the sex bias out of
all course^ and materials. - ^ \ ^ -
Womeii are beginning to use the principles established, by the passage of Title
IX and the i^omentom for change to encoutage educational institutions and
publishers to eliminate sex atereotyplng in textbooks an^ materials, Just as mi*
norities used ^tle VI (of the Civil Rights Act of 19ei) to force the eUmlnatlon
of racial and ethnic slurs and stereotypes.
Coun^Hf^ on 4n indMduah un^iereoiyped h<Mi$,'-'ytn^^^
learning takes place outside the formal classroom situation. Women are often
discourage from pursuing rigoi*ous academic programs by coun^lors Who urge
them to train for traditionally female/ dead-end, low-paying Jobs, rather than for
traditienaiiy maier upwardly mobile, high-paying, high status Jobs, In order to
counsel women reaii?ticaliy for life in the Twenty-flrst Centuryi counselors need
to become more familiar with the changing (and increasing) role of women In
the UAarketplacei as well as the r^arch on achievement and motivation In
W<>men. ^or example, counaelors need to be more aware of what l>sychologist
Matina Homer has called a woman's "motive to avoid success.'* Dr. Horner points
out thatt '
A bright woman is caught in a double bind. In testing and other achieve^
ment-oriented sitoations, she worried' not only about failure, but al^o about
success. Tt she falls, she is not living up to her own standards of perform*
^ ance : if she succeeds, she Is not living np to societal expectations about the
female role. Men in our society do not have this kind of ambivalence, be-
cause they are not only permitted but actively encouraged to do well.
Although a good deal of the problem In the area of counseling lies in the fact
that many oounselors accept stereotyped notions about women and men, the
problem sometimes lies, at least In part, in the very instruments that are used*
At its annual meeting In March 19t2, the American Personnel and Guidance
Association charged that the Strong Vocational Interest Blank, (which has pink
forms for .women atki blue forms for men) is discriminatory and called for its
revision. The resolution said that:
Wfiereas, the Strong Vocational Interest Blanks (SVIB) provide different
occupational scores for men and women : that is, women cannot be scored on
o^up^tions like certified public accountant, purchasing agent, public ad*
ministrator, and men cannot be scored on occupations such as medical tech-
nologlst^ recreation leader, physical education teacher; and whereas* when
the same person takes both fonns of the SVIB, the profiles turn out differ*
ently : for example, one woman scored high as a dental assistant, physical
therapist, , occupational therapist on the woman's profile, and physician,
psychiatrist and psychologist on the man's form; and whereas, the SVlB
ERIC
46
mantml states: ''Many yomg women do not appear to bare strong occupa*
tional intereetg, an<) they may score bigh only In certain 'premarttaV oc*
cupatlons ; elementary 6<jhool teacher, office workers, stenographer-secretary,
Such a finding is disappointing to many college women, since they are likely
to consider themselves career oriented. In such cases, the Selectioli of an
ar^ of training or an occupation should probably be based upon practical
considerations, fields providing backgrounds that might be helj^l to a wife
and mother, occupations that can be pursued part ttwei are easily resumed
after periods of non-emptoyment and are readily available in different 10^
cales'* (Camj^bell, rev. ICKJC, 13) ; therefore, be it resolved, that APQA com*
mission duly authorize members to petition and negotiate with the SVIH
publishers to revise their instruments, manuals and norm groups so as to
eliminate discrimination; and be it further resolved, that this duly au-
thorieed commission develop with the test publishers an explanatory paper
to circulate among all purchasers of SVIB materials including answer sheets
a statement which outlines the possible limitations Inherent in the current
SVIB with suggestions for ways to minimise the harm; and be It further
resolved, that the commission in cooperation with the test publisher set a
deadline for the new forms to be published and distributed.
Equality In heatth and medicat serHces.-^-Otter services, such as health
and medical services, also tell women students what their "place" is.
Although women make up about forty percent of the college students, a survey
by the Nntlohnl Student Association revealed that fifty-three percent of the
college and university health services do not provide gynecological services and
fully seventy.two percent do not prescribe birth control for women. On mnny
campuses student health fees are u$ed to pay team doctors for male sports
(football, basketball, etc.), but not to hire a gynecologist to meet the health
nfce<ls of women. In fact, the health services of many institutions are of no help to
a woman who needs gynecological care, treatment for venereal disease, or contra*
ceptlve advice. The lack of adequate health care and medical sen-Ices for women
has become a central if?sue on some campupcs. Students have staged sit-ins or
demonstrations specifically protesting the Inadequacy of the health care facili-
ties available to women on several campuses, Including the Univendtv of Kansas
and the American University (Washington, D.O.K Women on campus have
cited some specific practices which they feel emphasizes their second-class
position:
Inadequate services or facilities to meet the routine gj'necologlcal needs
of women (although the institution may provide urological services for
males)
The lack of contraceptive Information and services. (Although some
institutions do not provide this information for religious reasons, at other
institutions the prime motive Is "economy^")
Treating pregnency as different from any other temporary disability in
terms of rules, student insurance, restrictions, availability of housing, etc.
(The principle of treating chlldbearlng like any other medical disability is
firmly established In the area of employment.)
Insurance coverage which is especially limited for women. For example:
policies which cover childbirth only for married women, policies which cover
pregnancy for faculty wives but not female employees, and policies which
do not cover pregnancy at all, and policies which cover vasectomies but
not sterllliation for women. All of these policies tell a W^|uan that her
health (and, by inference, she herself) is not as Important as the heatth
of a male student or the health of the wife of a male eniployee.
BporU and <itht€t<o oppor(im«<e«.— The time, energy ^nd money that are
spent on athletic opportunities and facilities for men, but not women, are
coming under increasing criticism. Although there are some honest— and some
dishonest— disagreements over what constitutes equality in terms of sports
and athletics, there is no questicm that— whatever the definition— women do not
receive an equal opportunity in this area in virtually every educational
institution in the country.
Let me read you a brief quote :
The present generation of younger male population has not become so
decadent that boys will experience a thrill in defeating girts in mnning
contest^ whether the girls be members of their own team or an adversary
team»\ » » Athletic competition builds character in our l>oys. We do not
need that kind of character in our girls, the women of tomorrow.
47
Wbfa wA^ thia saM) Not two hundred or fifty or eren ten years ago. This was
pftrt of the dicta of a l&tl Connecticut Court judge who denied women the right
toi«irtlcli)ate on a **male" crosscountry team.
The inequities In terms of money alone are tremendous. For example, women
at a "Big Ten*' university had to have bake sales and sell Christmas trees In
order to finance their athletic activities. At one state university with an
annual budget for male athletic teams of apnroxlmfttely $800,000, the women
had difficulty getting $15,000 to finance their athletic activities,
The Women*8 Equity Uague (WHAL) has Issued the foUowlng statement
on athletic ow^ortunltles for women: . * k^ih^
In terms of athletic programs, however, the thrust ojT efforts to bring
' about equal opportunity for women must be two-fold : While outstanding
female athletes should not be excluded from competition because their schools
provide teams only for males, separate but equal programs should also he
plH)Ttded for average ffemale students, who cannot compete equally in
athletics with male students. , ^ . . ,
EquatizaHon of mJen and rcpulafion^.— Like sports, student rules and reg-
tilatlops often reflect a "double standard.^' A variety of rules and regulations--
from curfew lours, to parietal hours, to dress codes, to requirements that
women {but not men) live la on-campus houslng-^re being reviewed ai^d
Challenged on campuses across the country. Increasingly, women and men are
saying that these rales perpetuate the "double standard" and subtly tell women
students that th$y are sexual objects who must be protected from themselves
and from men. ^ • i
Housing rules have sometimes been used In the past to deny wonien admission
to an institution. For example, institutions assign a smaller number rooms to
women, then Insist that all women live on campus, although male students are
allowed the privilege of living anywhere they choose. The InsHtutlon then
clnlms that a shortage of dormitory rooms is the reason for" limiting the ad*
^W^ffer^nt^l^'on the basis of sex are now prohibited by Title IX of the
Bducatt6n Amendments Act of 1072. ^
Women a$ ^indent leade***.— There are more subtle factors as weU. For ex-
ample, how Diany female student leaders are there in most coeducational
institutions? Often the percentage of female leaders Is as small as the per*
(outage of tenured women full professors. We can assume that tiifl effect is
similar as well: that is, if women stu^enu see few women in responsible
positions, they ate less likely to aspire to those positions themselves, no matter
how duallfled they are. Under pressure, some institutions are increasing the
number of women in leadership positions by appointing them to committees,
boards, etc. The presence of a disproportionate number of men student
leadership positions— president of the student government, editor of the neWs-
nnper or literary magatlne, president of other organisations and groups
raises some serious questions about the message that the Institution Is con*
Tsying^towofuen students. ...» ^. ,i , ^ ..i
Th€ viMhiUiif of U}<men in c<^mpu$ p«&K(mHoh*.— Similarly, promotionfii,
recruiting or other materials often unintentionally tell v^^omen that they arj
either Invisible or viewed primarily as dates or sex objects. Overuse of the word
•lie*^ is one subtle way that excludes women. Other exclusions are not so subtle,
For example, when women reviewed the catalogue of one of the most prestigi-
ous sclentiflc schools In the country, they found that women were consplc-
. uously absent from the pictures and that the few women pictured were clearly
/ '^dates
Flexible and pflH-Hme protfraw*.— -New approaches are needed to give the
non-tradlttonal student or older woman a fair chance. Most college programs
were dej«igned for young males with few. If any, home or parental rwponsi-
bllltles. Institutions have often been dIscouraglnglK slow to adapt their pro-
iraras to students who do not fit Into this model, sucl^s older people returning
to college and persons— generally womenr-wlth parental r^ponsiblllties. Too
often "flexibility'' Is lnterp^^ted as meaning "second f^e," rather than an
alternative way to achieve substantially the same end resultsX ^ . , . ^
The lack of flexibility of a great many academic programVcannot help but
make women aiixious about how they can both marry and purfiH^helr studies
or a career. Although the trend Is towards more equal sharing T»^ork
in the home and In the labor force, most wom^n still bear the prindjOTTO^nsl*
48
biUty for otilld mriog «nd hotisekeeplng. Thus, they ar« likely to be able
to work or go to acbool fall time, at least ^hlle their children are youtig.
The necessity of re&trlctlve rules, $uch as <m-campus residency re<iulremeDts
and time liuyits for degree completion, is being questioned.
0i^p<yriiin(He9 for olrfer i<?<>nien.— The same wonian who can only go to school
part* time might well be a woman who is not an jt8-22 y earmold Betty Coed. Cur-
rently the woman who delayed her education so she could raise a family often
finds herself In a "damned-if-she does, damned-if-she-doesi)T' situation. Her chil-
dren are in school, so the Job of ^'wlfe and mother^^ may well no longer be a satis*
fying full-time occupation. However, If she tries to go back to school, she is often
told that she Is too old for admission or past the cut-off age (often d5)^ for ellglbil*
Ity for scholarship or fellowship aid. Because fewer qualified women than men go
to school, older wotnen returning to college make up the largest single group of
potential ne\v stadenls^ Many institutions are finding that one of the easiest ways
to increase their lagging enrollment without dilating academic standards is to
dovolop programs ana services which facilitate the reentry of these women into
academla.
Still, many many institutions often retain the old roadblocks to this, despite all
of the data that show that older students are better academically, and more
bighly>motivated. We are all familiar with the veteran who was a mediocre high
school student, returning to graduate at ^e top of his (veterans are usually
••he*') College class. Paradoxically, women who have been out of school are not
viewed in the same way* A study by the Center for Continuing Bducation at Sarah
Lawrence College documented that women who return to college to earn under-
graduate degreed demonstrate notably higher achievement and motivation than
young undergraduates who complete their degrees In four years. This study found
that older women earned hiffher cccdetnio ratinffs. were both less likely to drop
out and mora Hkelu to continue into graduate school than their younger class-
mates.
"Continuing education" programs^ however excellent they may be, are not
enough. Too often these programs are isolated from the mainstream of the uni-
versity community, with small budgets which are the first to be cut in a financial
SQUcez, with a staff which has little stature in the university hierarchy, with ua«
* tenured faculty, and with courses which are not transferrable to regular degree
programs. Where continuing education programs have survived, they have indeed
helped a number of individual women, and have often made significant contribu-
tions to Innovation in higher education,
These women and others too, need good child care facilities. Child care centers
are going to tecome a part of the campiia The need for them should have been
obvious long ago, especially to those who held that women were poor risks be-
cause of motherhood. These centers should be available to the children of both
male and female faculty, staff and students. For those who wonder where the
money will come from for these centers, women are quick to point out the lovely
golf course, at;d the expensive athletic facilities thai many institutions are able
to finance.
All of these factOHH-the preeence of female role models, the services provided
for women, the attitudes of facuUy and counselors, and so forth-^li of these
factors lelt u woman a great deal more at>out an instituti<m than any college
catalogue. They tell women if they're considered as sex kittens and cuddly bun-
nies or serious members of the academic community. Women now often find the
climate of education very very cold. However, women have always been known
for their warmrh. Maybe that's why now they're putting the heat on.
Dr, Sandlhr* I want to ihunk the saembei^ ui this committeei for
holding hearingjj. It has given a great many women a good deal of hope
and faith. I notice that H.R. 208 was the number on the Equal Riglits
Amendment bill and I hope it will be passed with the same majority
that Equal Hi/^hts was.
Discrimuiation against women and girls in our educational institu-
tions is real and not a myth. Until the last few years it has gond un-
noticed, unchallenged, and unchecked. Indeed in 1970, when the first
charges of a pattein and practicie of discrimination were filed against
collcfces and universities, there were no lav^s whatsoever forbidding sex
discrimination in our schools and colleges.
I think of the least noted achievemwits of the 92d Oonwessk how-
ever, was the ledfilatlve "explosion^' concerning sex di^cnmination in
education. Title VII of the Civil Bights Act-which covfers employ-
ment— previously excluded educational institutions; in Mer<ax 1972
that exemption was removed with the passage of the Equal Employ-
ment Opportunity Act. All institutions, public or private, and regard-
less bi whether or not they receive Federal assistance, are now covered
Similarly, title IX of the Education Amendments of 1972 contain$
{►revisions protecting students and employees from discrimination on
he basis of sex in all federally assisted education programs.
Title IX also removed the exemption for professional executive, and
administrative wnployees contained in the Equal Pay Act of 1968,
so that women f acmty ate now covered.
Moreover, in Octber 1972, the Congress extended the jurisdiction
of the U.S. Commission on Civil Righta to include sex discrimination*
The Congress has clearly mandated a national policy to end sex dis-
crimlnsfcicm in education* ^ ■ , , ,
With the passsjge of title tJC) many of the overt forms of discrimina-
tion are now prohibited by law-^iscrimihatory admissions is forbid^
den ; all conwes in <^ucational schools and colleges must be open to
all etudenta on the basis of their abilities wid not on the basis of their
reproductive organs } diflferential regulations, policies and practices ate
forbidden J equal access to all programs and facilities is now a matter
of national policy ^d law. But much of the discrimination that young
girls and women face goes beyond the matter of omcial poHcics and
practices. - . .
Our young worhen, even when allowed equal access will still face a
pervasive pattern of seac discrimination. Our schools, like the rest of
society, are caught in a web of outdated attitudes, stereotypes, and as-
sumptions about women; Despite the fact that women are now more
than 40 percent of the work to^ce, pur ^hools still operate as though
all women marry and quit work. Our young girls are not encouraged to :
think of work as part of their future liyes. although most of them will
work for 25 years or mo^e, rejprardless of marry, have
cWldren, or take time off for childrear^.
From the time a young girl enters schpol she learns more than just
reading, writing* and arUhmetic. S read about boys ^vho dp
interesting, exciting things: they build rafts and tree hous^j they
have challeuging adventures and solve pi^>blemfl; and they rescue girls
who are ''so stupTd*^ that they get into trouble.
When girls app<*ar in books, they are passive, they watch, they read,
they dream, and ai^ incapable of solving the most elementary prob-
lems. About the most exciting thing that girls do in books is help
mother with the dishes. or fako a trip to the suj^ermarket.
Although half the mothers of school-age children now work— and
one-third of the mothers of preschoolers also work— mother in chiU
dren's books all stay home and usually wear aprons. Women are
simple characters in children's books; they have no interests beyond
children and home; they rarely ever drive cars; and they too are in-
capable of solving even the simplest of problems; all problems are
deferred until Daddy comes home.
iSiven arithmetic booka-r^ 8eei«ingly i^eutral field-rare middled ^vitli
Sftxual stereotypes thftfc cripple our yourig drli A eetisitive 0th grade;
girls, Ann Mft^ Arthur, in a ftlaryland junior high» jmalvssed her Al^-
Br* textbodk and noted many erampled in math Jproblems, su<ih a? j
boys and men weal with large sum3 6f money, make large purchase,
and invest their earnings. (Firls and Avomen deal with smaller sums,
such as the amount neces^ry to buy butter or eggs. Although with
the reoent prices we may be dealing with larger sums hero, ,
Men and boys do interesting things : They build a road, paint a bap,
ride bicycles, and ][>addle canoes. The problems that fertiau's deal with
ai^ almost always in the hornet They m(^§ui^ materials for a blouse,
and are concerned about improbable and impractical age problems,
such a'a : Janet being four-fifths as old as Phil Womw have no occupa^
tional role other than housewife or club member^
t could go oh and tell you mor^ about half of our population, (E)ur
girls and womc^n, and how they have their live^ and talenta and a^jnra-
tiohs crippled by a society which sees them as second-class citlaensy I
could tell you of well-meaning teachers and counselors who tell our
young women that most fields are too hard for a female, or who
tell young women not to worry about a career because a pretty girl
like you will get married.
I can tell you of a second-grade teacher who told a parent not to
worry about a bright girl who was bored in school, because after all,-
she will only be a housewife. And I can tell you of teachers who tell
their students that boys are better in math, which becomes a self-
fulfilling prophecy, even though there is no difference in math achieve-
ment in the early years of grade school.
I can tell you, too, of professors, one of whom was mine, who tell
their women students that women shouldn't be professionals; who dis-^
courage women students from conmderiiig graduato work, and I can
even tell you of professors who ignore women students in their class,
or make jokes about how the ^rls wouldn't imderstand what we
men are talking about
I could tell you about the under achievement of women, which is
a national scandal. For too many women, education produces a ^ns^
of inferiority.
At least half of the brightest people in our couhtty are women, yet
the average women with a bachelor^s degree who works full time earns
about the same median income as a man who is a high school dropout.
I always think of that when I make out my daughter's tuition check
for collection.
No nation can long afford to waste half of its reaourcea; yet that is
pri^isely what is happening throughout our society now. If we are
to begin to remedy the inequities that women face we ivill need a mas-
sive program to counteract the biases that vom^n face In our society,
H.K. 208 would help develop new programs for women ftnd girls
at all levels, proems which would Tielp women overcome the dis-
advantages of bemg rai^d in a society where they are not given the
same opportunities t^t are the blrt^ of their brothers,
Se* discrimination is the la^ socially acceptable discrimination*
J. Mtich pf>hat hi^ppens^t^ women and g^rls is unconscious and not
deliberate, but that dofea not make it hurt any the le^ tt.K 208 would
allow for the development of materials, training programs, and inserv*
61
ice programs lb help our educational personnel ^'J^^^^^^!
tio£ A new responsibilities toward our y^mZTZ^^^vr^-
bill would encourage the development of all soiis of J'X^'Jf^P^j
trams desioned to encourage young women to enter study ai*as ana
^""f^rSh thThave^iiditi^^^^^ ^^V£ftf.n"ev£lS;
accd' model programs in providing physical education, evaluation .
SnWeSment^of textbooks and curriculum ; reach-out programs
for poor women, unemployed women, older women,
SpSfio^ttention also needs to be given to rainorUy fem^^^^^
oftenmany of our minority programs have been
males, and too often our programs aimed ftt women have focu^pn
white women. For example, textbook publishers have made a sE^ial
effort to show pictures of .blacks anS other minorities as doctors,
judges, and en^neers} minorities now appear in books as QO«w«|
udgS, and engineew. But thete pictures and ^torje^ are almost
excRely limi^ to minority males. It is a diKervice to hold out
encourageftient for higher aspirations.to male chiidi-en only.
I was delighted to that H.R. SOS speciflcally allows for programs
to be developed for mhiority females of all cultural and ethnic groups.
Title IX forbids discriminaaon on the basis of sex m all federally
assisted education programs, but it will not create new programs for
direct assistance to women. For example, title IX prohibits a school
from denying girls admission to an auto mechanics course.
Incidentally, 2 years ago, my daughter could not take a. wurse m
auto mechanics because there was no bathroom; However, tit e IK
would nd provide for a new program to be designed to directly en-
courage girls to take the coursse, or to train cOun8v>lors to advocate
the entry of girls into such a course, nor would it tra^n the instructor
to deal fairly with the new female students.
To merely end discrimination is not enough; new programs are
vitally needed to deal with the hew issues arising: as discrimyiation
Ite we mlly ne«^ & separate bill? Can't the sam^ things bo done by
already e^icistmg program^?
In HEW and in the U.S. Office of Education ar0 numerous pro-
irram^ within which f anding for specific activities concerning^woni^n
might well be funded, the likelihood of any substantial effort for
developing^ vromen's progiaius by OE is very spaall, considetmg OE s
pasthistorV, ■ . . . , .
In Ifoven>ber 19?2, the Comnnssioner^s task force on the impact of
bffiice of Education programs on women iasued its report Look at
Women in Education : fseues and Answers for HEW*'' The report is
damning* paHicularly wh^n one not e$ that it was i^repared byjOE per-
sonnel who are thoroughly familiiir with the problems of OE pro-
firramd. <
I would ask that if it is possible, the OE report be inserted in these
hearings*
Let me give you some quotes fr'>m the report :
IhrottiboQt the a«^M (OB and NIR) the Tartc Force fotjnd little uad^r-
standinir of educational awarcnesa ♦ • ♦ Dnless equal opportunity for women
Ift mide a priority, neither agency Is likely to sustain major chanj^es. (p. 66]
^ « ^ it is abundanUy dear that education contributes its share to the ex-
pl6iUtlon of women. Through its system of formal edueattohi society should seek
52
feiii*^^^^ to open doora to lifelong opportunities. On both
cP5«ts* eflucatlott is falling m female Bex. [p, 21] .
Vi^vS^'^^fJ^^'R^P^^I^J^^' disciimlnatory prAOUces that make it par-
HcUl^tiy dififlouu for women to gain ac<iess to the Education the^ want, tp.^j
iil think it is clear that without^ ^pc^iflc rhfindate from th6 GonirrfeSd,
very little Will be don© on the OE initiative. ®
; , iMotepvet, the categorical programs supported by HEW have their
own pribrities; the aim of th^ vocational educ^tioh prograrri, idr ex-
ample* i$ not tp help women but tq support vocational education. With
the substantial budget cuts being implemented throughout HEW, the
most favom programs of admrnistrators are those most likely to be
funded, with women^s programs given a, low priority.
_^It is also important to note that mahy programs are funded because
of personal contacts. This is not to imply that the programs do not
have merits, but only that being part of the "old boy» network—the
informal relationships of old friends and acquaintances— is sometimes
usefunn getting Government funding,
^.Wpmen are largely excluded from this networks they are not the
art^mistrators, they rarely serve on review panels, or advisory com-
mittees, and are not often used as consultants to programs. Education
may be known as a woman's field but ^omen are not part of the net-
work that 13 involved in determining policy and practices.
With a specific bill for women's programs, more women would enter
the infornfial network, and have the opportunity to affect other policies
ami practices. ^
\Vnat is needed is a cross-cutting approach* a program that would
.override narrow categorical aims, a program that would indicate com-
mitment at a national public policy level. And this is what H,R. 208
would do.
Would H,R 208 conflict with the equal rights amendment when
ratified ?
Incidentally, I am sure it will be ratified, the last few States were
diftcult m the sufferage amendment, but wo eventually got them.
The equal rights amendment would forbid discnminatory prac-
tices and policies by Federal, State and local govemmente. It would
make sex a suspect classification in the same way that race is a suspect
classification under the 14th amendment. The question may theri be
raised as to whether activities funded by H,R. S08 would be prefereh-
ual treatment and violate either the equal rights amendiiient df the
14th amendment, >
The courts have held .that when shaphig a remedy for i twe discrim-
jn^ion "present correction of past discrimination is not prefei^ritldh*'
Case after case has upheld affirmative action measiires as a proper
rthd equitable means 6f relief. In numerous school desegregation ^
Affirmative correction programs of a far strongeir nature than thodd
comained m H,R, 208 have been implemented by the courts. Mere nph-
discrimination is not enough 5 concerted ^jBfort is necessary to remedy
the effects of past discrimination, ■
Under the strict scrutiny utilized to determine diSk^rimiriation con*
ceming a susp^t classification, it might well be argued that there is a
impelling national inter^at to remedy, the effects of past diSprimiAa-
tlon, This atgumettt would justify h^yi% sex^based tem^
grams for women under the equal rights amondmeiit. / ,
63
(section 2(c)) contains a provision that men could not be
excluded from any of tne programs funded by the bill, and we welcome
, Moreover^ there is congressional precedent to justify the programs
that would be undertaken by H.R. 208. Under title IV of the Civil
Rights Act of 1964, the Commissioner of Education is empowered to
render tecimicftl assistance to public institutions preparing^ adopting!
and implementing desegregation plans; ;
The Commissioner also authorized through grants or contr^tcts with
institutions of higher learnings to operate short term or r^&jg^ular eesr
sion institutes for special training to improve the ability, of teachers,
supervisors, counselors, and other elementary or secondary school per-
^nnel to deal effectively with special educational problems occasioned
by desegregation. . ■■ \
Tlie Commissioner is also authorized to make grants to pay in whole
or in part for th^ cost of teacher and other school personnel ina$rvice
training in dealing with problems incidental to de^g^egation and em^
polying specialists to advise in problems incidentafto desegregc^
Title IX of the Edudation Amendmenta of 1972 amended title IV
to include sex, so that statutory authority for spine of the programs
covered by H,Rr.2^S already e^pists^ al^^ ;io funds were appro-
priated fot thi^ purposes. . ,
However, H.R. 208 recognis&e4 that the problems of women are nc*
identical io thoete of raciarmlnpritles. The latter have been excluded
by separate scKooVsjj^m occut within an
inte^ftted setting; feftialed haVe been Involved in coeducational insti*
tutions but have noJt ha4 eqjual treatnienti encouragement, or oppor-
tunitie$ witjiln.those inrt
Title 1 Y de^U tyitb desegregating institutionsi and would apply only
to tl^ose singly ftei^ schools tiiat are in the proc^ of adnntting the
other sex. It do^ not apply to coeducational Institutions^;
This is, where tlie proWem iiiria!^y for wpmen. H.R. 208 would al-
low for the deyelojpinent of programs Jn, a variety of settings both
in and out of ^lohobn The Ck^ngt^es^ has passed legislation for pro-ams
4ea)mg with other disadvantaged gi^ups; H.R. 208 would similarly
provide for prOgt^uns fw
Our educational and commionity institutions will need a sqbstflntial
amount of assistance if they are to help womeii gain their place as
equal uttrticipahW.and beneficiaH<^« of our are caught
in the tractions and polici^ of the past^ traditions which are outmoded
by the nefr realiti^ of o^omen workings of nondiijcrimination Jaws^
and the hew recognition of the rights of women.
The way to solve the problems emerging as women's role changes is
far from clear? we do not know the atiswer or the best way to handle
the hew ideas and issues. It will be diMcult, if not impossible^ to dis^
cover these answers unless there is a concerted substantial effort at a
nationaL policy leyel^ with findi^^ porhmitment. Unless our in-
stitutions receive help Of this sort* they will be vulnerable to continued
charges of discriminationt as well as being unable to adequately futiiU
their resj^nsibllities to women* ^
, Although tbe women's movement ia growing at airemendous pace,
♦women's groups are not well financed nor able to mount a comprehen-
i^iva progiam to do what needs to be done; the Goveinment must lead
' 64
the tvay to help our Nation utilize the human resources of this Nation.
And halt of those resources are women.
H,B. 208 asks for a pathetically small amount of money : $16 million
for the first year with slightly larger amounts in the 2 years following.
The c^t of one jet plane is $16 million. Surely our Nation can
well afford that amount to help half of its citizens overcome tlie dis-
advantage of having been boi-n female in a society where being born
female is too often a handicap.
Thank you very much.
Mr. Hawkins. Thank you, Dr. Sandler.
On page 9 of your prepared statement, Dr. Sandler, you dealt with
the question of aflSrmative action programs. Are you suggesting that
in the same way that these programs contain goals and timetables for
the treatment of minorities who have suffered from past discrimina-
tion, that the same Procedure be followed in connection with sex dis-
crimmationl Would you spell out specific goals and time periods
withm which certain accomplishments shotild be mandated.
Dr. Sandler. Not under H.R. 208. 1 should point out that under titte
VII and the Executive order women ai^ covered in the same way mi-
norities of all kinds ai-e covered and goals and timetables, when appro-
priate, can be utilized by the courts and Federal agencies.
However, H>R> 208 is not dealing with direct supervision in em-
ployment, but would deal with helping women get training for
employement, it might help emi>loyer3 in their dealing with women,,
but It would not obviously require any kind of goals and timetables
as such.
Mr. llAWKms. Do you think that it would require stronger regu-
lations than now exist? I think you detailed throughout this state-
ment existing laws which certainly affect these problems, but that
they are not now being administered. Yet this particular proposal
would enact still another law which may likewise not be administered.
Are we to believe that the same persons who failed to properly
administer existing laws would do any better if H.II. 208 were to l>e
enacted? In what way does H»R. 208 provide more effective machinery
for doing what should already be done if the law were to be ob^rved*?
Dr. Sandler. What H.R. 208 would do is to help some of the in-
stitutions wlio deal with women and to develop pi-ograms niore
adequate to women. It is not civil rights legislation and does not cover
court penalties. It says if you have a good ide^ for a program that
would be useful in counteracting the biases of past discrimination^
then there may be Government funding available to help you with
that program.
Let me go back to the example of my daughter who could not take
the auto mechanics course. The counselor she spoke to ridiculed her
and said girls don't want to take courses with boys, you would not
want to be the only girl in the class, et cetera.
Now title IX allows her now to take that course, but I suspect she
will get very little encouragement from a counselor to take that course
and 1 suspect the man who teaches that course wiU not give fair
treatment to any girls who come into that course.
The^ people need help in learning how to deal with these new
i&sues. How does a teacher feel who has only taught boys and 1^
fjrl comes in. Some teachers were threatened by this. These are the
inds of things HlR, 208 would do.
65
The legislation prohibiting discrimination would help the children
to get into these programs, but it woxUd not help the people teaching
" th^ courses one bit to change their biases and behaviors.
Mr. Hawkins. I direct your attention to the section of the bill
which establishes a Council on Women's Education Programs within
the Office of Education. I notice that the proposal does provide tliat
12 of those members, at least 12, will be women and they would be
broadly representative of the public and private sections, knowl-
edgeable about the role and status of women in the American society.
1 don*t know whether or not any witness has made any reference
to that, at least so far. Would you say that this would provide, in
a sense^ a watchdog type of council to see that existing laws, as well
as those that may hereafter be enacted, will be sufficiently enforced
along the lines that you suggest ?
Pr. Sandlkr. Yes; the Council really has two functions. One, it
advises and makes recommendations to the »Sccretary about the bill
itself, about the programs that would be funded under the bill it-
Sell It also has the authority to make recommendations to the
Se<?|!!rtary of HEW concerning all programs dealing with the educa-
t ion of women.
There would be a very^ specific spinoff from the Council in being
able to examine other existing HEW programs. You would jfiave a
mandate from the Congress. lou would have people appointed by
the President. This would be a group that would have some stature
an4 y^puld be able to, I think, perform a real watchdog monitoring
fimetiibn.
Mrs. Ghisholm.
Mr$. Chisholm. Just one question toDn Sandler.
I know you hi^ve appeared in several panels and I have traveled
with you; so jt is a apecial pleasure to see you here today. There is
only one question I would like to ask you, Betnice. My question con-
cerns page 8 and section (b) where it says the President sKaU
appoint one member of the Council to serve as his chairman. I was
wondering about your reaction to that, not in terms of the President—
I am not trring to get political--but in terms of the fact that when
you have the Chief Executive appoint this person, unless this i$ a
person ^ho has had a special understanding or commitment to the
prc^lems of women, this can be a kind of token appointment. Tjie
TOfson might be^ supervising this group, therefore could be someone
who really doesn't understand completely what it is all ab6ut.
This doesn't necessarily mean that we can judge from a person's
academic background whether that person will have a commitment to
what this Commission is going to be aJ)out. I was wondering if perhaps
It might be a better thing to have these members, within a period of a
month or two, make the appointment as to who shall be chairman.
After all, they have to work together and have to have confidence
and faith and behef m the person running this Commission. I merelv
throw that out to YOU. ^
Dr. Sakdlm. Y^, I think that is a possibility. Certainly thei'e
have been some mstances of someone havmg been appointed to areas
where they were involved in women's issues in the Government who
had very httle experience. Although they learned very rapidly, it
did mean there av(is a long timetag until they leaiiied what the issues
: 'were. ■ ' ■ ,
i am not sure what the general precedents are in Councils of this
^rt> but I myself would have no objection to the Council ftppointinff
its own chairman, * -
-Mr- Hawkws, If the gentlewoman would yield at that point, is it
the m^nt of the author of the bill to have the person serving a^
head of the Council a chairman rather than a chairj^erson?
Mrs. MiKK» That is a terrible error. I am glad you pointed it out.
Mn Hawkiks. It seems the members of the committee have to start
rethinking a little bit.
Dr. SaKdler, I don't think anyone intended that the chairman be a
man necessarily.
Mr. Hawkins. I wonder who drafted this bill, anyway,
Mrs. Mink. One of the legislative counsels.
Mr, Hawkins. We may assume he was a man. *
Mrs.MiNK* We may assume that. *
Mrs. CmsiioLM, No further questions.
Mr. Hawkins. Mrs. Mink.
Mrs. Mink. I would like to endorse your statement and in particu-
lar the detailed analysis which you presented the committee. This
will be extremely helpful in understanding the need for this legis-
lation as supplemental to all the efforts that the Congress has thus far
enacted into law in the area of sex discrimination.
. You made reference to the OE Task Force report. Do you know
if anything has come of that in terms of action by the Secretary or
the office of education to try to correct some of these things vou
pointed out? ^ -
Dr. Sandler. I am not sure what the current status is. I know that
the report was sent to various heads of various pieces of OE programs
and NIE programs and they were to respond with recommetldation^
they felt should be implemented and which ones they did not feel
were realistic for one reason or another. I don't know what stage that
isim -
I know about a month or so ago, a group of us met with Secretary
Weinberger from various women's groups and we asked him about
these recommendations. He said he would put a time frame on it, bM
we have not heard yet as to what that time frame may be.
I am not sure that the report incidehtally has been issued. It haa
been disseminated informally, but I am not sure it is readily available
for anyone who wants it. I would hope that the Office of Education
would hurry up and make that report available because it is a remark-
able report ana one that should be used as a model for almost every
Government agency to look at itp programs and see if there is some
unintentional discnmination going on.
Mrs. Mink. Both Mrs. Praser and yourself have used the words;
"affirmative action," Would it be correct to characterise this legist
lation as an attempt to establish a national affirmative action \vith
respect to discrimatory practices in education ?
Dr. Sandler. Yes, I think it is clear from the testimony you have
heard and will be hearing in these hearings and from the testimofty
that Mrs. Green had in her hearings in IdTO that women are v|)ry
much a class in need of remedial help. There is no question that with-;
6Ut h^p mftiiy of the women will not teally have a chance to benefit
iahd participate in our society*
So, H.K. 208 really is a remedial or affirmative action program
whicn would help women directly^ but it would also help people who
are dealing with women to help them begin to move forward into
more realistic ways and more fair ways of dealing with women
studenta and coworsers.
Mrs. UwKi Thank you very much, Mr. Chairman.
Mr. HawMks. Mrs, Mink> would you desire that the OE report
be entered into the record of these hearings?
Mrs, MiNk. Yes, 1 80 reijuest.
Mr. Hawkiks. Without objection, it will be so ordered.
Dr. Sanduh. I can supply the committee with a copy. I have one
in my pt>$session.
Mr. Hawkins. Thank yoti. I understand the committee already has
■one,': ' . : : "
So, without objection^ we will have it printed in the record at this
■point"
[The report referred to follows ;]
A XiOOK Ar Women in Epvoatiok
iB^vta Am AkbWess »)B H£}\y /
KE^kt or tnt COMIiXSBIONKa'S TAdk rOBCK
How c-an educaHon-i-known for decades as a ?*wom^n'8 fleld'*-— be gutlt^'
of discriiniAatiotk a^o^n^f wom^nf ^lg I'epprti Mdresse^ of all to timt
paradoii fiotamiulses evidence that our educatloi^iil ln$titutloud eter^where
h$ivk\mn denying females tbiUr right to ^aal opportunitlea m 8tU(}^QU and as
emi46j^«s;; 9e<oadrlt>ex^ Mqcatloij aid Us contri?)tited to
Bex dl8cH|xUnatl0D ah4 i^Qlv^etids iaicti6» to jKiake F^^^al education pro^i^^s.
pa H of tte solution, dot part of Uie p^^
' In the wake of rlslttg public coiio^jrp abolit dlsctiit^liiatloa agaiQ^t women \n
education; the (>>m£Ka8$Io|ier of lldw^ (tb^^n ^dn$)r p. Uarland, > Jr.)
edtablished la Majr i tisk force. to lDmUiE^te the tmpa^t .of Ofico of Ed\ica-
tioD programs on woa^^q; Jtut ft m^tha earlJ^ri |he HfiW Wpmea^a Action
Progrim had call^ uttehtloh td sex bia^ in aeteral Ofl)ce ^f Education pro-
grams and M^tuni^i^ chaJigea Secretary BIchard^on aBk^ thitt t^^^
hnp!0iDen^e4' MeanwbU^^ by laTe spHng, more inipdrtani events were at banc)
as Congress mor<^ toward ^^ctment of sweeping le^alation banning m
Federal Mucatlon aid t6 any tnaHfntlon or Individnalii practicing sex
discrimination* v.. .'; V/ j\,;.:>^^:\-V:/ - /^v^r
Believing that these events ha^ profonnd implJcat(ohs for dll Office pf
Education programs and deserved a studied, coniprehensive agency response,
Oommisslbner Marlabd asked bis l2-member ta^k foirc^ to report back, with
findings and advise 6n the agency's re^nse. this la that report.
BesideiB the Office 6f Education, the task force also looked at the activities of
two other £iBW units: the new National Institute of ^ucdtioh, whose r^^rch
and developineht functions were still part of OE when the task force began its
work, and the OAce for civil Hlghts. whose enforcement efforts wtU certainly'
affect Uie speed with which the education community meeta women's demands
for equality.
The Information presented here was gleamed both from ^be general literature
on sex biaa In education and from agency staff* To find out about the retatioq*:
ship between specific programs and sex disorimlnatlon-^metimes by gatbeHng
responses in writing, more often by personally interviewing program adnilnlstra*
tors iiAd staff. Questions were fa^rangln|:: they covered progrram participation
by aex, the role of women in administering projects In tho field, past efforts to
reduce sex discrimination In a^ncy programs and ^leclat projects aimed at
expanding opportanities for women.
;wy tlWe Information of m kind \h gathered at m FederM level (aa in Wat*,
fdmula irant programs) or tiecause mgrams ^ave not yet rfCO^Ued the
to collect data comparing the p^rtlolpatloti of males and females. The ta*k force
study, th^n. has only scratched the siirface. and we hope th^t It will prompt
program officials to look much more dOsely ;^t the relatiptiship between (heir
own programs and sex discrimination, > , ' ^ ^ ^ , » * wi,^
The J2 task force memt)era reptw^nted various shades of opinion about the
role of women In AmeHcdn mlety ; the tlem)o^ pt^
sentcd here r^fle^t a eonft&nsud rather than epinpWe unanimity. Despite dlff^
viewpoint^ we did agree on sevieiral (andamental pt:ejtpl5ea which :undetUe the
'^^^^q^bat every person has a basic huinan and constitutional right to equal
^^at^^O^educatlon syetem must fttriv^ to enable each indlTtdual to explore
hia or her unique potential to the fullest; and ^ ^ , , .t. ^ w
Thftt both males and females are now prevented from doing that by
society's lr/.istence on traditional definitions of the proper roles of men and
Wlth'^omen's rights, as with other areas of civil riglits, the Issue Is basically
a human one: how do we see that all Amerlcanwr^males and females, rich and
poor, black, brown and white— <*an take their places as human beings with the
sam# human and civil rigbts? / ' / ^ ■ ■ ■ . l ^ , ^
For it 1$ clear that discrimination against women Is part of a much broader
problem of exploitation and exclusion in American society. Women fehare the
^-xperlence of second-class citlasenship with ethnic mlnorltlea, the handicapped
ajad the poor. \Mille the tASk force wa$ not able to anslysse the educational needs
of these groups, we do believe that many of our recommendations also apply to
them. We urge that agency ofladals consider this as they act on task force
recommendations. ^ ; ^ ^ ^ ^i.*. u
We have presented onr report In two parts. The first» a summary of the prob-
lems women face throughoot American educatioui reflecU the task fork's con-
cern that sexism in education Is stW a little understood phenomenon. We bope
that the report will help to Inform p^ei both in$ide nm a^o^t about the
seriousness and magnitude of the tnecJuaUtlW women conft<>n^withl^ the educa-
Hon system. The second part ex^minea the relationship of HEW educaUon pro*
grams to the problem and presenta an agenda for action, ■ - ^ ^ ,
Women seeking e<iual opportunities In education hate JUst begun to win publ e
recognltton for their grievances. In tWa media-oriented eodety, gaining pnbllc
attenHon is genuine progress. The question Ikoiir for Federal education offlclals,
as for educatora throughout the ii^tlon, is wheth^ we will now more beyond that
symbolic victory to *ub«tantlve change. That Is tbe «^^
Paw PiscwMiKAWOK iH EovcAtioK : AN Oviaiviu^
(Part 1 describes the many ways In which sex discrimlhatJon in the educational
system works against womeUf both ai student* and as workers,)
As the decade advances, equality for women is emerging as one of education's
thorniest and most urgent issues, And lU tie wonder,
At ft time when women iare demanding quality as both a human and a con-
stlttitional rights our schools are stUHmparilrig concepts of male superior!^.
Although women are close to half the working population, education la still pri-
marily preparing them to be hou^wlves, A^ An employeir, the education system
Is equally guilty. Women working in edudiitlon can generally expect lower' pay,
less responsibility and far less chance for advancement than men working at the
same level
The situation is not without its bright spots. But mounting evidence makes it
clear that unequal treatment of the sexes is the rule in education, not tbe excep-
tion. Aa a girl progresses through the education system, she confronts s^lous
biases and restrictions eit each level, simply be<^u6e she is female,
EAaLt ttttroATioK att?froacw^
From the time they ftrst start school, children learn from teachers, textbooks,
^me«i and films that males are superior to females.
Elementary school textbooks retail startling biases. Females are continually
underplay^ topics of interest An extensive study covering 144 readers from
i{( r^adihg j(^rle#, varying from primer to dth grade level aisclosed that vphUe
(Npj^a wer^ the focui Of 881 %WiXBing aod exciting' «toriee, only 344 of these
¥td|lCHS centered aw)tmd glrU. Similarly, th^re wer^ 282 stories featuring adult
.|)a}^ hut onl> W stories about women, in addition, thete were i$l biographies
of famoft|>w^Utbntonly 2$offa . , v
. Perogat^rf commehta aimed «t girls in general were commoti iii alt tn^
readers, One reader depicts a girl getting 1o$t in London with the cattioni
I'QIria at^ always late/' Ai^other primer denigratea girls ^Ith a *'look at h^t»
Mother» lui^t look at her. She is iui^ )ik^ a girl/6h0 gives up/* 4nd aga(n With
Vyou cannot wrlt6 and apeU weu^)i6tfgh t<) write a book. You are Just two
■little 'girl8,»»*:-:V-.-: '^^/v'* ^■•:■■v:■;■■■:v
Other sex Btereotypes are commonly threaded through grade school curriculum
materials, Olrls c^memie as jpasaive* debendet^t» and ln<?ompet^t, while bojrs
are active, s^U-reliant^ and su<^89fut Mother^ moi^tly app^f^a houMk^leaners,
ctotheMenders, grocery shoppera and cake bftkera; fathers are wage eihmers.
The negative inHuehce that biased cuilriciiluni oiaterials exeH on children is
reinforced by dijfferehcea tn the way teachers lind admln^ratora treat bo^'s
and girls, /Teachers <^mmunicate their expectations of ^'f emlntne'^ and "mas^hiU^e"
behavior in subtle ways; girls are asked to do light classroom chorea (watering
the dowers or derating the Valentine box), boy^ are assigned to the heavier
and more reeponaible taska (moving chairs or naU ^trol). ][>bysicaUy active
i^risarit^ labeled *'bmboVs" J boys ^
OTheh too, the tradition^ classrooin a^^ With chlldireh fitting quietly
row b^ row; ia dlfllcult for most children, but especially hard for boys who
have been Encouraged from birth to be phy8lea]ay:a<^ve, rj^ea^ers tend to
rew^t^ passSvlt^r and obedience, ouaUtiea many glrla have alr^dy H^ulred.
^hfa dichotomjr in roles is Undoubtedly r^nforced when chiidreti look at
adult roles in their own schools, where they are Ukely to see that women teach
and rn^n r^ thinga: ind eari7/i^^^ lesson in .''career
edu<;ation." For while 85 percent of all public school elementary teactietvi
are woinen. 79 p^mht 6f the elementary 8ch6^
By the time Children are ready to leave grade S(^fr0ol, they* have already
b^run to develop distinct impresaions of the llmitatiohs placed on them because
of their sex, - . - . - >
sex WSCMMmATION IK SSgONtfAKt JCpXTdATlOH
Once children reach seeondary jwhool, they are Ukely to cottfront eve more
rigid sex stereotyping Both glrla and boys may l)e prevehtM 'M ad-
vantage of dertidn edvkatiohaVactWHea, althoui^^ girls are far
more serious than thpe^ boys usiiaUy face,
£f(?*-Wa#ed cwrf^rf«i» fnateWalr
Sex biased in the. curriculum are a problem at this letei too, though the
focua has shifted v wottien are ignored more often' Uian maligned, in history
and iBOdal studio textis, for example, Women^thelr achievementa and their
con<?ern»^ar^ v^^ invisible; Tb6 hl^itory ' of women*a iexpioitation and
their atr^iggle for ifequaUty W deailt with aut>er<clAliyr^^^^^i^ at all.
Earty on, girls and boys discover they are expected to develop diflf^^eat
^'aptitudes'*-^Doys in mftth and science, girls in English and the arts. Teachers,
prfn<;lpals, and parents may encourage boys td pursue these ''mascullnev flelds,
but admonish girls ti stick to the ^femihine'^ fields, There is no questioii that
the$e sex stereotypea have an effect* The Katlonal Ajss^s^iment Study discoTered,
for instance, that While there was little ^difference between boys and girls in
science writing at age 0, the gap vrldened Increasingly at ages 1$, 17, and
young adulthood.* - \
t Nattonal Ouftiils&tida for Women <N,O.W.). Kew York CH* Chapter. BWucatton Com;
- mlttee.Wort on JSfr* filai <rt SchQoU (Ntw Vo^S. N/T^ jyl)^^ 13 citing tU
Jicatiofal l5drtC4tloii Aasoclation (NEA) Researcti Dirialon, Btiimait^ of Behcet SiaiU-
'''k/^Uivi^S^A^^ in Pablle
gchSflv WTMTl/' 2fBA Rttenrch ButtHin.Vcl 4e. No. 8 (Octojwr 1011). f. -
XiaSlieiit ^«prla JVo. h ^0. f> ^o. f (Waalilngton : U.S. OoTCfam^flt Frfntlug
:OiH^,lW0-71)r . * -
*^ 20-150—74—5
60
* Children^ who do display unconvetiUOQ^l Interests mdy be.Wockcd from piur-
6ul0|; them bC'Caus* appropriate eouteeft are testrtcted to tbe other a^t* Honj*
«<v)iioml08 a&d ijdidustHal arta da$s^ a^ frebt^ntly segregate bf B^Xt m^ilng
tt dlffi<^ult ior both sexed to acquire basi^ home mnagemj^nt i^kUlg, Med don^
jeam to cook or mendi women can*t put tip a ahelf or an electrtcal outlet
Young people are becoming Interested in what the otber half is learning: in
idfor^ai purvey taken in Boston recet^tly, girls in tradltio&aUy feoiale voca-
tlOnaVedvicatlon said they ^^ould rather take tpddstrial aria tha^ homeecotiotalctt,
if they had the chaa<e. Stndenta of both $exed have begun to deil^and that these
course be coeducatfonaL A few pioneering school districts have comblaed
hb^e ecottomtca and industrial arts into courses covering a mnge of ♦'survival
skills, others have devised '^bachelor cooking** coursed, while others have simply
opened up tl^e old courses to both sexes.
Opportunltleg for girls are further limited by restricted admissions in schools.
Academic and vocational high ^hools iu large school districts sometimes exclude
one sex entirely or require higher admissions standards for girls than for boys.
BImply b^cauiSe of their sex^ students may dnd themselves ineligible for the
school offering the best or ottly courses in the*? field of interest. ,
Votil recently, New York City excluded girls from two of the city's high
quality public academic high schools specializing in science, mathematics and
technologyi Two years after a court order opened the first school, the Board of
iMucation was still listing these schools for "boys only" In its official catalogue,'
Vocational high schools in big cities are also frequently sex segregated. A
1071 telephone sUrrey by OB's Ofllce of Legislation found, for example, that
the District of Columbia had four (two for men, two for women) ; Baltimore,
four (also two for each) ; and New York City, 18(13 for maleSi ftve for females).
Separate does not mean equal. Boys' vocational high schools tend to offer
training for more diverse and better paying Jobs. The segregated schools In
New York City prevent girls from taking courses in 17 different vocational
fields: architectural drafting, dental labs processing, jewelery making, industrial
chemistry and upholstery as well as areas in heavy industry. Boys are excluded
from two.*
A comparison of Boston's two trade high schools, one for each sex* is par-
ticularly revealing. . ' ^ ;
Boys at Bostoti Trade High choose from courses in automobile mechanics,
basic electrotiics, cablnetmaking, can)entry, drafting, electrical technology,
machine shop, painting, plumbing, printing, sheet metal and welding. At Trade
High School for Glrls^ on the other hand, students are only ottered programs in
clothing, foods, beauty culture, and commercial art. The average expected Wage
for trades taught at Trade High School for girls is 47 percent less than that for
the trades available at Boston Trade High School for Boys.' /
In addition, nonvocatlonal course offerings at these schools are deternilned
by sex. At Trade High School tor Oirls, students take typing and merchandising,
while boys at Boston Trade learn geometry, trigonometry and physics. Oirls can
study biology but not chemistry. Interestingly, the Boston school system makes
exceptions for boys Who want to be admitted to the girl's trade school (seven
were enrolled in 19^0), but no exceptions have ever been made for girls who
sought admission to the trade school for boys.'
Justiflcadons for this kind of rank discrimination range from the well
meaning— "She won't be able to get a Job"— to the absurd— **We can't let girls
do metal work because they have to wear masks and work with sparkij."'
Whatever the excuse schools most stop denying students free choice In vocational
training.
Schoal% TJU PMtc Biffh BchcoU.^jfjd YorkCiiv, I»7i-fl (Kew Tork, M.Y.: Board of
PuU& ScJ^ooUl Prtti&Nd At t^ti of to t&TettlstUon.b^ tbe Boston CommluloD to Xaprove
th J Slatui of WOtt*^. IWa, p. a, n, 1. (Mto^
• O^mfitee to ElimUatt Sexual ptocrlalnatloft in tte Public Schooli, ^Jt^J^/^/^
*MlSSt\M% r^&d ta. r«v. ; Aun Arbor, Mkh. x KKOW, IMC, IdTl), p. IS.
61
Th^ fact UihaUome women w^ut training vocaUorts now aomihated bjr taen.
find yic« rer^a. Womert have fluoc^!eded» despite lrewe^dou$, resistance,^ In all
of thefe^ fleldej during World Wat XI the popular ''Soele the iilveter*' served m
evidence that 'yroaien were effectively replacing m^p. jn many Industry jobs. Sex
dleerlmlttaUon In empld^iijeht haa been Illegal since im; »ow It is illegaMn-
v<>cattonal schools, too,
; i^luaUtj l4 J<;^ training Is not a minor concern for women, pesplte the per-
fjilfttent nayth that /*wotnan*a pla<» is In the home/* women are now a permanent
and growling i^tprpt reotk force, Within the past thirty yeara, the number
ot women In th!^ worK force has more thart doubled, that to day two 6\it of every
Ave workers are women,^* Nearly two thirds of the hew Jobs created during the
1900*$ were held by women,*^
^ Nor are women onlv temporarily employed or merely working for '*pln money.'*
Seventy percent of nU. women employed are working full time, and the average
woman worker has a fuU tlme workllie expectancy of 25 yeara*^ Nearly half of
the women employed In IWl were working because of pressing economic heed.**
^ So Jong as the schools continue to steer girls into vocational training for low-
paying Jol)«, they will continue to contribute to the earnings gap between workitig
Women and working men/ That gap is substantial and growing wors6. In 1965,
a woman working fuU-tlme earned only 64 percent of a man*d earnings, but by
1070, she was only earning 59 percent as much.^^ *
AihhUCi '
Schools sponsor phy^cal education and ^xtramurnl sports because educators
recpgni«e the lmportan<je of Ufe-lohg habiti of pbylscal fltness. These baWta are
heeded ris muCh by W^meh/aa workers ah(| ijqothfrs, as by ihen, ItoweveVr girls
get short shrift In physical edijcation, both'at th^ secondary and M^er education
level Schools and college devote greater rei^urces to boys* than to girls' ath-
letics; In faclUtle^, coaches, ^nlpu^ent iht^rscholasUc competition, In one
mldwesterjf district, School ofljclals spent ten times al$ much on boy^* at)iktl«i as
on girls' \ and there U no reason to believe that this school district was unpsuah"^
Qlrls are of ten, either, excluded from interschbla^tlc competufofi or required to
pWy under restricUvj^ rujess^ec^ girls' games. Inoneoaee, State
rtil^s fcfx high school atbl4tic6 forced 4 high School to deny iU best tennis player
both coaching and th^ chancii to comp«f^^Why?^^T^^^ a^lete vfUs female." ,
£7jrpe|MMf prepMoM^ $MfnU
Pl$crlmmation Is l^rtlculari^ Students-^thoSe who
become pregnant. Every year Over ^,000 young women under 18 give h\tiW*
Usually these youni :^om^!n.are emtlM fron^^ at im Arst sign Of prog-
nancy. Out of 17,000 school districts surveyed in 1070, fetter than one third
offered pregnant school-ag^ girls any edui^tion at alt.^ grhool district* that did
allow students to ^Utdy during pregtmi^cy usually kept '<hem at home or segre-
gated them In special classes, for various reasons--on moral grounds, for special
protection or for convenience " , ^ .
None of these reasons Justify denying a young woman the right to regular
public education with her peers. There is no evlden<55 that pregnant studentd
are morally contagious. Class attendance poses no greater health hasard to
IHpartm^&t of LAbor, Word«a's hntthn, S^pandiHo Oppcriuniiita tot OirUi
ThHr Sptciot Cou9^uUAp }(t^$ (Washington! QoTerniuent Printing Office, 1^71),
//^ A?- ?£?S{*'?fV ^1 ^^'^SS**?' pttM^r StatUtlcf, ^mpJov»^»t cnd^nmiupt
ifi^^<>^^^^fhy9^*^S;J^B:^ 4. pp. 8S-S4. AvaUable from the U.S. Ooirernmtnt Prtntlng
Offlje. tVott leei to 1^1* tb| total clrmt labor for« increased by 18,654,000. Women's
p«rtfcipat]onln^r«l0«dbyS,285|OOOor619^of theteUI. u**^-*
6(B<^e. From
partfclpatJon
»/frW.,p.l.
. " U.S. l>fPa«tt«t of Ubor. Women^i Bamtt»\rflc^ Bheet on 0i0 Bcminc^ Oap (Wask-
{&Kton :U.S.QovemtQ»ntPrl&ttngOft««,ie?a),p. 1. ^ ^
»Commlttee to ZliiDlnatfr Sexual BUdriDibation In the PnbUe Bch^oU^ Lei Them
Aipirt • . .>p. le, '
M/M<f.,p.I6.
^^S^lSS^ y«« HoliMos* (Washington^ D.C.: N8PBA/ 1072). p. 1. -
e-11.
chUdrtn^aU Iblnifs that W6m^a compjoiily do Up uttUl childbirth,
^i^ISi^^ compottrtdti th^ alreftdjr s^rtoua probliE^tiW of teenage pregn&ticy/Of
every 100 pregnant teenagei^ Who leaVe school, S5 never comi bacfc lejicte^t
cast out wfth a child to mppoH and often no salable $kllls. Sese t^h^ew aw
nlae more timed Hkely to cotamlt milclde than their p^rsS waagera are
Elghty-flve percent will keep their babies, either to raise megUlmate chftd
alone or to enler an eaHy marrta^ethitJs three or four times
In dlvorc^ than mArrlagea in any Sthet nge grouped their chUdr^n ai^ ft^nr H^^^
more likely to hate Pbysocolorical problem thanthose with old^r Wnte. Amoi^
theteenagomoth2r«Vhoremalnunmarried,85pettientgOon weU^ >«.
Guidance Qftd CoumeUnff
^^ifi^'^ prepare* to l(»ve secondary school to take a Job or to seek farther
education, school flmldanco counseling may further dissuade her frOm striking off
Stwlly SviJaf^ directions which may be her choice but Uware^
Many guidance counselors advise students to do what's **p>actlcaL'^ tJnfortu
nately, what Is Consldere<l practical may lead to a tragic Under-utlllsatlOn of
women's talents and skllU. Counselors may advise girls to go Into^nmtlonal
•^womenjs fields,'' regardlm of their Interests or ablUtle?. Bnt^ as we h^^^
stated above, many girls are Interested In other fields, . ■
Sej discrimination In another form of guidance— vocational Interest tests—
has ^gun atUact public attention. One test, the Strong Vocational Interest
Blank, received widespread attenHon when cited for sex bias in March im by the
American Per«pnnel and Guldaucv Association. As the association's resolution
calling for the teet revision explained: * 9 *uvyu
The Blanks (SYIB) provide different occupational scores for men and
women t women cannot be scored on occupations like certified public account*
ant, purchasing agent, and public administrator, men cannot be scored on
occupations such as medical technologists, recreation leader and physical
education teacher. F"/oiv«t
When the same person takes both tests, the profiles turn out differently ;
one woman scored high as a dental assistant, physical therapist, and occu-
pational therapist on the woman's profile, and as a physician; psychiatrist,
and psychologist on the man's formr » wviw^r
BiASca IX rosTscOoirojMtr eouoation
Although more and more women are demanding and gaining aw^ess to nost-
secondary education, the record Is not one of consistent progress, the prooortSi
Of women undergraduates and professional students grew from 30 percent m IdSO
to 41 percent In im but was sUll smaller than It v/as In 1930, Ahdwomen wobft
higher proportion of the doctorate degrees during the l^'g, l^a, and IMO's
loan tney aia In the 1960 fi.
According to one study, only half of the female high school graduates quali-
fied for coll^rework actually do go on to college, while 65 percent of the ouall-
fled men do,*^ The proportions of women shrink on each step of the edUcaHonal
ladder. Women earn Just over half of the high school diplomas; but they earn
4a percent of the bachelor's d^rees, 40 percent of the master*s degrees, and only
13 percent of the doctorates.** V ^
Women also have a more difficult time gaining access to top quality education.
Jn the 35 undergraduate InsUtutlons, both single sex and coeducational. Judged
the ''most selective In the country'* by one college handbook, women represented
Z'^mi^t/Tht Bitter LtttOni . . in,
^tr.S. DepMtment of Health, EducaUon, anTWeifare Ottei of Kdoeatlon Natiaiikl
^ " Mary Kranji Hopp€t, JSarned DeortM Oonfefftd: ilfwm; ^wmmS!^
r ' . 63'
only xtamnt of the admlsalons In IWO. Thejr were only 32 percent of those
admitted to the coed ucaUonaUn$tUutioD8.*^
Vet women perform as well or better than their male peerd In both the
secondary and the undergradaate yeara. Bex discrimiDation--in admissions,
student aid awards and counsellng-H^ntrtbute to these disparltlea.
Sex discrimination In admlsslon3-~commonplace in public and private in*
stituttons/ single sex and coeducatlonal—ls one obstacle facing women seeking
higher education.
Most of the approximately 300 Institutions which exclude members of one
^ex are private, although a few public institutions close their doors to Women.
0^ these, the U$. military academies afe the most prominent Because of the
single-sex pattern of higher education in Virginia in 1Q64, the State system
that year rejected 21»000 w omen and not a single male. $ince then, the State
has changed its policies.** Sex discrimination i** dmlsslorts to public institu*
tloiis is particularly burdensome, since public mcation Is in general, sub*
stantiaUyle^^ expensive than private education. /
Most students attend coeducdtional lnstltutions of higher education, and
it is in admissions to these schools that discrimination against women is so dam*
aging, Coeducational institutions, both public and private, use various strategies
to limit the number of women admitted. Some use quota systems to maintain a
steady ratio of maile and female students, almost always with women in the
minority. Cornell University, for example, maintains a male/female ratio of
8:1 ; Harvard/]Etadcliff, 4 The main campus at ^Pennsylvania State Unit
versity, a public Institution, this year ended a long-standing quota of 2.6 men .
to every tvoman^"* »
Other institMuons simply demand higher admission standards for women,
than for uien. Whatever the system, women usually come out on the short end.
As a faculty member at one graduate school commented : ''Our general admissions
policy has t>een, if the body is warm and male, take its If it's' female, make sure
it's an A-from Bryn Mawr.''"
student aid
Sex discrimination in student aid awards is another roadblock for women
seeking higher education. The Educational Testing Service (BTS) recently
documented a dear i>attern of sex discrimination in student aid. ETS found,
that women Averaged less In student financial aid than men, though
women bad equal snahcial need. To compound the probiemi men working t6
defray college costs earned more than female students. This was not oply true
in oi)F-cam)piUs jobs: the biggest disparities were in jobs provided by colleges,
and imiversitleSj where men averaged $S0() per year> or 78 perceht, more than
women.*'
>Vottien are effectively excluded from certain kinds of scholarship aid. ,
Qovemment scholarships designed to attract men info military b^ervice, such
as HOTC scholarships, have not been available to women, nor can most
women qualify for veterans' benefits. Athletic Scholarships, a significant portion
of financial aid in some institutions are limited to men. And many private
scholarships and fellowships are designated for men otly. Until 19^ New
York University I>aw School, for example, excluded women from competition for
Root-Tllden scholarships, generous |10,00b scholarships for ^'future public
leaders," a category which apparently was felt to be suitable only for men.**
»»D.S. OonoteniomX Record, 93&d Cod^^m, 2aa Sesslofl, .ld72i Vol. IIS. No. 2S.
p, cltlDg Cass & BlrnbAUfu, C^mparcHt^ Onide Amtfican OoUefftij 1870^1071.
^U8. Cottgr^ti, Houft^ Sp^lAl Snbcottmlttee on Edaeatlda of iht ComMtM oti Edit*
catloa and LaMr, Hearinsi, DUcriminaiion AMimt Women, Oltt Congrm. 2nd 8et«loa,
latO, dlO tMlsi$ th^ WEAIi "Fftct Sb««t on Btx DlBcrimlDatloA In Unlnrfelttei and Col« .
letei.*' The abdve h^arlDSS are cited hereafter at the House Social SubcomttUtee oo
^iixiehtU>nt DUdriminaUon Agointt Women HeaHngt. .
*»U.8. Conifrt$iionitl ttecord, 02d Concrreaa, 2Dd 6e&«loD, 1072, Vol lift, Ko, 27,
n. 82625,
•0 Amerttan AuoeUtion of Colleges, "On Cam pus vlth Women. April ld72/* }fti^$ltUtr,
Ko. a (WaahlDiiiton. D.C.. 1^72), p.l.
HouM Special 8abcommlttee on BdacatloQi DUcrimination Aoolnti Women ffearinoi,
p. 245. Statetaefit of Add Sutherland MarrU, '-^ ^ ' ' ■ '
^ V.B. Oonpreuionat Record, $20 d Coccres<i 2Dd Seaalon. t072i Vol. ltd. Ko. ^2S,
p. d2e^. cltlnrtbe study of Klfaabeth W. Havea tt»l Dwigbt H. Rorcli» How College
dtnU F<iiati««TAelf Kdueation (Kew Vork: College Entrance Examhiatlott Board, 1072^
<*HoaBe Special Subcommittee on Education, DUcrim\ntk\U>% A^oinil Women Hearinfii,
p. 5SS. Statement of Women'a Rfghts Committee of Kew Vork UolrerBltj School Of lAvr.
'^ife^^!^^* c^nly tm of ^mepx aid where wmeo ftyeraged lit^^^
. jQurces apd must rely on larger Xm^f^M^nn m ap expensive W^yV/ahahc^^^^^^^
tAr^^ffi^^ thet ^presem .a particularly h^Sv/ bUrden for
women, since ^Yomet^ h$vo less ea'tDltigpow^t than men, ■
*,J«^lH•HK!^^^^^^*'1? ^^^^^ ot HlsInif children may h^v^ particular difia<iuUy
securing the aid they need to remain In Or return to school. Finauclal aid officers
may feel, that the^o women do not need help, since they have husbands to
HA^J^tM ^^amU^"^ ^5^^ ®f5 P'^iil^^y,^?^ obtaining an editca.
«on. In attdltlon, financial aid is dimcult to obtain for rwrt^tlme study which
PO$es an additional handicap for women with children who can only attend
school part-time.
. Copnseiinf for wonien In higher education holds the ^^me hazards tt does
for^ younger women in secondary schools. Adirlsors often urge women to avoid
masculine academic fle?is or discourage them from applying to graduate schools
where common wisdom has It that It^ hard for women to get In. Women are
^^S^^ against seeking further education, despite good academic records :
^Have 3^ou erer thought about Journalism? (to a student planning to get
W^l PoWncal science). I know a lot of women journalists who do very
^iktlT^H If!* certainly get married. Why don't you stop
Biases against women in each of tbc^e areas— admissions; student aid and
Counseling-^are typically rattonallted by widely prejudices and presumptions
about women and their needs. It is assumed that some man will always prorlde
for a wonian, that women won't complete their education, or that women don't
real y need an education. As a young widow with a five-year old riilld who needed
a fellowship to coutinuo her studies was told, "to^*re very att Active, Xou*U get
married again. We have to glv^ fellowships to people who reaUy need them,^ »•
in fact, none of these assumptions hold up. Millions of women will remain
aingle, be divorced or wldoned, or marry a low wagearner.*' According to the data
available, women are slightly more likely to complete high school and slightly
iws likely to complete postsecondary degree programs than men In the same field.
Olie more education a woman has, the more likely she Is to holfa job. A study
of female Ph.D 8 seven years after receiving their degree found W percent
worklng~^l jiercent full tlme.** Moreover, It Is shortslght^ to suggest that a
man needs a eollege oducatlon if he works for pay, while a woman doesn't If she
works at raising children.
^ Undoubtedly, n^any of the myths persist because many people are simply unable
to accept women a$ equals to men. The attitude Is perhaps best expressed in a
comment of Nathan Pusey while president of Harvard. Upon learning of th^ end
to graduate student deferments during the Vietnam war, Pusey said, **We shall be
left with the blind, the lame, and the wo -nen.'V*»
WOMEN WITIt fiPECUt NKEDS fiXCOUKTEB APplTlOXAL OIFncULnCS
Because of their sp^lai life patterns, many women with family responsibilities
experience special difflcultles In acquiring an edticatlon. For mothers who wish
to continue their studies while their children are young, flndjng adequate, af-
fordable child <^re )s a ma jo? problem. Others who Ihterrupt their education
to raise children or pay for a husband^s education find returning to education
limited by such problems as a dearth of part-time atudy opportunities and by
Cr^it transfer problems. ^ : ^ *
These problems ar0 shared by tyomeii At iii levels bf th6 socjo^nomlc scale
whether they are looking for basic lit^rAcy education, OccupatlOQal training or re-
training, or ft high school tind«^rgr|iduate or ifraduat^ d^^ with famll-
^Vi^0^i2X^tTM^^ /?«>di-rf;^2nd OottgrMS, 2dd 6e«ilpfl, i&72, Vol. ilS. No. 28. pp.
JH^^ttw Spedal Soboommltte^ oa E<!iJiatlod/i>l^cH^^^^^ fttoHnfft,
' ; 65
les ep^clal service* and flexible arrangements few education Institutions
hate been wiUing to offer.
Chitd care needa
Students* child care needs have not been adequately met. Day wire 1$ not
readily available for many people and costs are still prohibitive. While low-cost
cooperative day care centers tire growing In popularity, adequate child care can
be expensive, A recent study of ^'quality'' child care centers estimated average
cost8at^2,e00per child per year.** , .
A woman with children who is not working must add child care costs to her
edu^Atlonal expenses; since she would no lougor be at home provldtng these
services free of charge. Without help In shouldering child care costs, large num-
bers of women must stay home or despite a desire to continue their education.
In postsecondary education, demands for child care assistance have exploded
within the last three or four years. Child care centers snbsldlaod partially at
university expense have begun to appear on campuses. Centers, ofteii double as
research laboratories for campus scholars and students, Howeverr efforts to date
are^tHl grossly Jnsufflclent. The AmeHcan Association of Vftlverslty Women re-
ports that no more than 6 percent of our colleges and universities offer day care
services." Some are open only to faculty children; many Impose extremely selec-
tive admissions criteria to deal with the surplus of applications, Waiting lists
are longi*' ^ • ^ >
The child care Issue has not won much visibility In secondary and vocational
schools, perhaps because these schools have traditionally refused responsibility
for educating young women with children. With growing recognltloil thAt preg-
nancy and motherhood are not acceptable grounds tor denying young people the
right to public education, school systems will have to confront the ebild care
Issue. Child care services may be essential for keeping young mothers in school.
National statistics on the number of mothers seeking child care ftsalstance [n
order to attend school are nonexistent. However, vve do know that in ml ov^r
t^'o inllUon college student*, 25 percent of the total national enrollment, were
married.** And over 200,000 women under 18 hftve children each year.
Child care services have barely begun to meet the demands either for women
already struggling to balance studies and child cat^ responsibilities, 91
women who might return to education or training if they had access to iicceptable
child care. • " . ' ' .
Part*i{me iiudu needi
Although not as limiting as I6ck of access to child care fatllWes, other hurdles
statid In front of the women who wish to return to school. Including a. dearth
of j>^rt*if me study opportunities. For many women, part-time study is Often the
only way to combine chlldbearing with learning. More and more people of both
sexes, uiiable or unwilling to devote full time to education, are dematldlng access
to postsecondary education. / . ^ . . , i
A!tl]Ough DO national data are available, part-time study opportunities clearly
do not come close to meeting this demand. Part-time vocational or manpower
training is extremely rare, TradiUonal continuing education courses Offered part*
time usually cannot be credited toward a degree^ and many undergraduate schools
stiU close their doors toall parl-tlmie students.
Academic credit ptohlmB '
Because families often go where the husbands* opportunities take them,
credit transfer problems In higher education are particularly acute arnong
married women. Many institutions refuse to accept transfer credits from other
Institutions. Even if they accept academic credits already earned^ no credit Is
normally given for the years of experience and learning these women have
liad outside the classroom.
fkvHiii from the U.S. Dep«ftm<»nt of maHn, EducAUOD, ana we«»re, umce oi MacauoD,
Kfitlohal Cfttt^r for Edti^ttldoM Coram nntcfitioiu w.^v.
"Ruth M. OUm&n, Citmpui t%m WUrt Dt Wdwe* Btandf Deccmbtr IftTO, Wa^blogtoa,
'^n'Th^* •Stwd^^nl Governmtnt Day Car6 Surrey'* <H5iidattea Ifi the kummer of l^Tlb-tJ^!
Offloe 0/ Yonth and Stoa^ht Affalm In th« Department of Health, Kdacatlon, afiA V^elfare
polnffil to thf need of utadenti for djiy care serylee^. , ^ „ ^ _ ^^.^^
« U.S. ne'naftment of Commeree. Bureau 6f the Cenins, SteUiX K\ndJSi^n6mi^ pUfftltrit-
ttct ofStuifl^nU: Oefobtf 1911, Sertea l»-^20. No. 241 (Wathlojton : U.8. Ctoterbmeat Print,
log Office, 1672), p,e.
o
Av??-*J'^JJ*4-'^Jl*^'**?.*°*l^.^*l*'".°.>^ 0? covertly, &««inst ipplIcMta
■.^9*^ women and meh c^n benefit from adjustments In conventional In-
stitutional pnictlces. The failure of education Institutions to respond to the
needs pf women and^ men returning to education U an wdjuet and Inexcusable
waste Of Tajuable human resources. Not only ate these Individuals denied
fu flUment of their potential, but the Instltutlouals themselves svtttet by not
using the wealth of experience thes^ people have already acauired, .
THE EDUCATION 8Y$t£M 4^8 AI? 6MPIX)YPR ' ' / '
Wom^n employed in the education system face discHmlnatlon pra<?t(ced Just
damaging as those women experience as students,
*i, *^?^"^^.^^^^A**^'^^^ii '? » woman's field/ Women mak^ up the bulk of
tbe >atlon s teaching istaff In the eletnentary and secondary schools s vet thev
remain a largely untapped and underutilized source of educatloniiMcadersldp/
: ^ omen are ilenled equal pay and e^iual opportunity for advancement and
they are channeled Into a smWl number of ^'apprPved'^ WUcatlohal fields/
niierever you look In education, women abound In the lower ranks iind there,
generally, they stay, ■
Women returning to careers In education face many of the same obstacles
women returning as studehts encounter. iPr^gnant teachers frequently receive
the same summary treatment as pregnant students— policies require them to
leave the^Jobs whll$ pregnant, often with no guarantee of a place when they
return. Day care services or subsidies are rarely available to employees in
education and part-tlm^ employment opportunities a '^scarce.
^lerii^nUry and secondary schools are mainly staffed bv vromen, but when
teachers are selected to move Into the administrative ranks, men are Usually
chosen. In school year l&7a-7l, 67 percent of all public school teachers were
women, but women constituted ;
81 percent of the department heads,
15 percent of the principals, and
0,6 percent of the superintendents,**
Presently, only two Chief State School Officers are women— those In Montana
and Guam, wh^u women do get Into administrative positions, It Is usually at the
elementary school level where responsibility, pay and status are lower/ WblJ6 ?0
percent Of the elementary schocl principals in 1970-71 were femgile, women were
only a5 P^Wht of th^ junior high school pHndpals and 8 percent of th^ high
school principals. - ^
In po^tsecondary education administration, women are even less visible, but
the same pattern holds. Men dominate college and unlverMty adniinlstratlon,
?&£t^Sil^^?^y tte ppljcy-maklng levels, The National Educatloh Assoclatloh's
1971-72 ipryey of higher education Instltutlohs found th^t of 9!53 presidencies fn
4-year,lii?tHutlottg, women held ohly.Si; thd propprtlbn Is about the same Jh
2-.year colleges.'* Efen some of the women*g colleges, ^hlch hlstorf<»lly guar-
anteed wpmen opportunities for administrative leadership, haVe been hiring
male presidents In rec<^*it years.
Sal^rki PM and 8$t<in dtUttd Praoiicu in mQhtr E4ucfiUon, *
Female trustees are rare. A 1970 American Assbclatloh of University Women
survey found that 21 percent 6t the Instttntlons responding to the survey had
not a siiJgle female trustee and aj^iother 25 percent had only oue.*^ Thb onlt
deanshin women were likely to hold was ^ean 6f womeit ; ohiy 21 percent of the
deans of administration, faculty or instruction wer« wotoen.** Pernabs the m6st
startling st^tJstlc^ was the set breakdown of head librarians in 4-year higher
education instltutlpn^in a <leld SS percent female, nearly 70 percent of the head
llbrartaasw^reihen. .
A Iphg tradiaott of Excluding wptnen frrm tPp admlnl^traHre posUlonw In
educatiou may dlscpnrage some women from aaplrtJig tp admlntstrative
g im$tcit tnrltiih, **^rpf^ipaAl tfonun la PqbHc i^luX)!*,'* p. as.
67
positions. However, Ihe fact remains that administration U "the way tip" In
Amerlciin public education In terms of salary, responsibility and status. It U
'rd to conclude that many women year after year votuntarlly turn their
Ks on these ballmarkd of advancement
/<cWi« J « a Ho n af rt trow c^i A f^Aer ed wed ^ « /acw ? f ^
College and unlveraltfea present an array of obstacles to women who want to
wotnen \vho want to teach at that level. Less than one in five faculty memberss
1$ a woman, A recent study of the University of California at Berkeley pointed
out that 23 percent of the university's doctorates in psychology went to women,
but the last time a woman had been htre4 in the pdychotogy department was In
1924.^ Discrimination In hiring at large ^nd prestlgous Institutions has forced
many women to take Jobs iu small institutions with lower pay and status and
less opportunity for research.
Once women Join the faculty, discrimination makes It much harder for them
to move up through the ranks than for men. Almost 40 percent of the full-time
Instructors at 4-year institutions are women, but the proportion of women drops
with each rise in rank.
21 percent of the assistant professors,
15 percent of the associate professors, and
0 percent of the full professors,*^
Women are likely to remain on each step of the academic ladder long after
their male colleagues with the same qualifications have moved on. While It has
been reported that females with doctorates "have somewhat greater academic
ability than their male counterparts,"" barely half of aU women with doctorates
and 20 years of academic experience are full professors, but 90 percent of the
men with the same Qualifications have reached that rank.**
Taking into account all the p<^ible factors Infiuenclng faculty rank, Astin
and Bayer concluded tu a recent analysis that set discrimination Is au importatit
factor in determining faculty rank— mote Important than such factors as the
number of years employed at the Institution, the number of books published and
the number of years since completion of education,**
in addition. It appears that the more presti|lons the institution the leea likely
women are to penetrate the upper ranks. At Harvard TJnlversityi to pick an ob*
vious example, of 4U tenured professors in the Graduate School or Arts and
Science in 1970-T1| 400 were men,**
Institutions of higher education regularly pay women less than tnen of equal
rank. In terms of median salaries by rank^ women Instrnotora earn $510 per
year less than mate Instructors, and women full-time professors earn 11,702 per
year lesa than their ihale counterparts.** And as times goes on, the gap is
wIdentcgV
Astin and Bayer found that sex was a better independent predictor of salary
than such factors as years of professional employment and type of advanced
degree. The authors reported that by 1963*00 standards, female faculty members
should receive an average of |1>000 a year more just to eouallte their salaries
with those of their male colleagues of equal rank and experience.^ This is an ex-
tremely conservative estimate, $lnce it does not take Into.aci^unt financial in-
equities attributable to other kinds of dtscrtmlnatlon. In prpmotionSi opportuui-
ties for research, hiring by high-paying Instituttohs and other factors.
At present no data are collected oh teacher Claries in elementary and second*
ary schools. However, In some States, elementary and secondary schools are pro>
tnpublUbef! idTl data f r«m th« Monthly Report on tli« tabor Force. itippll«d by th#
Bnrfto of tsbor Statistics, tJ.S. Department ofXabor and tht u ttpubli shed ifu res frotn
^ ^Women's Roulty Action League (WEAL), ''Pacta Aboot Womeo lit Edacltloa,*^ p, 1.
^^ISratlonal^ Edacatloti Asaoctatloo Research l>\ji$\oh,J^t<ifie$ PM and Sat4nf'BeUM
H National Reaearch CouacU, Ofllce of SciebtTflc FertoiiDet, Reiearch DMiIott. Ccrttn
ph, D,% Career Patterns Report No. 2, National Academy of Sciences PgbUcatloa 15TT
(WafhiDirton, D.C.I 106S). p. 69.
*• tVEAl( "pact! ...pi
H Helen *8. Aatln'aQii Aian E. Bayer, "Sex Dlicrlml:)atlon In Ac^dtm,^* Educ^tion^t
l?«Ojrrf (Sprinjf 1072); pp. tOl-llS.
»WRa£. Facta .1
'^sr.A jSainHa Paid \ p. li. ■ ' - ^
Astin and Bayer. *'8ex DlscrlmlDatlon Id Academe," pp. 115-116.
ERIC
hlblted by flUtute from paying mmh less than meu of equal rank* In vociattoiial
edddatlon th^ median salary Jii iW9 for female teachers foir all levels comWned
wa$ |j,158 im th^itx tor toenj trofljen eitftied only 87 perctent ^is nitich asf tb^tr
waljB counterparts."
Within the educatloti professions, positions are highly sox-typed. Women tent}
to be cl\x$teted Jn certain fields ; inen, lu otheri*. Wowen overwhelmingly dominate
early childhood education, elementary ed.ucation, and epectal education. They are
©2 percent of the school librarians, in vocational education/most of the teachers
in the health occupations, home economics, and office occupations are tvomen.
At the lo^'est end of the professional scale, almost all teacher aides and other
edocatlonal para)^rofe«sional8 are female.
Men, on the other hand, have always dominated teaching positions In mathe^
matlcs» the sciences, law, medicine and engineering. In vocational education
teaching In agriculture, distributive education, technical education and trades
and industry has l>een predominately male.
In recent years, educators have begun to wage an energetic campaign to attract
men into the fields of education customarily dominated by women. In some of
these fields, the proportion of men has increased, stimulated perhaps by tight
job markets elsewhere. If the same energj^ were devoted to bringing women into
iDale-domlnated fields, a few years could bring substantial changes.
2Conprofe98tonals,{n educatfon
Women employed as nonprofessionals experience similar discrimination in hir-
ing?, advancement and pay. HBW's Office for Civil Rights has turned up numerous
cases of sex discrimination (against nonprofessional employees. In one institution,
custodial employees were divided by sex into '*malds" and **Janltoi'8." Each had
the same duties, but maids were paid substantially less. Id another, 4 pay levels
were created for the Job of clerk j white males received the highest pay, black
males next. highest, white females came after that and black females were last.
All of them had to have the same Qualifications and perform the same work,
Career ladders for nonprofessional and paraprofessiouals are practically
nonexistent. Despite growing popularity of teacher aides, few school systems offer
these poople, almost always women, the chance for training and advancement to
professional responsibility and status. Like most employers,^ few education
Institutions have begun to face up to the need for career ladders to enable
non*professlonal office workers to move into the professional oftc^ Jobs.
BC8EAB0H AND DEVELOPMEXT ; HEtP OB HmORANCE/
Research and development can offer valuable insights and useful tools for
tackling our most perplexing problems. Despite their potential, research find
(development to date have contributed little to our ability to solve one of educa-
tion's most serious inequities: systematic discrimination against the female sex.
In general, research and development i)eople have shown only slight interest in
exploring sex biases or testing ways of overcoming them. Moreover, studies too
often reflect the anti-female biases of researchers.
^TploHnQ $eilm through rciearch end devetop
It Is encouraging to note that there are Increasing signs of interest in
research relating to sex biases, particularly among female scholars. However,
remarkably little scholarly work has been done on sex discrimination Itself—
either on the precise nature and extent of sex bias within the education system.
Its roots or its effects. An ERIC search for research materials on sex discrimi-
nation produced only 12 items, none containing any empirical results.** Too
much Of our Information on sex discrimination Is piecemeal, anecdotal or out
Of date.
Researchers have produced some informalion on sex differences and sex rote
development. They often tepbrt findings on differences and similarities between
males and femalea^in play behavior, learning styles, interactions with teachers
g>r Ediiatloaal ifttftUitici (WaibtogtoD r U.S. Qomanitfit PiiaUnK 09le#, AfO), p. 20,
Table A-ili
^Edocatloa ResoDre«i loformttion C«ot«r (ERIC) It tht computerlud laformtttoo
r«trievil syitett for r« warch and r«port« on education.
Iin4 lu other situations. Where differences exlsti cmm are rarely explored. SVe
Mm 1^^^ empirical evidence on the extent to which these differences are
bioloirlcalJy or culturally determined. . . \ ^
Research on the way children deyelop concepts of appropriate sex role he-
bavlor has had similar limitations. There Is (as we noted earlier) evidence
that as children go through school, they progressively acquire clearer and more
rigid Ideas about what is expected of males and females. But we do not know
to what extent schooling may be responsible or Which aspects of the educatioual
experience have the strongest influence on children's concepts of appropriate
sex roles, * * . V '
Much of the research of sex role stereotypes has another we^tlsness; many
studies reflect the researcher's assumption that accepting traditional masciujne/
feminine role differences Is essential to a child's healthy development, In fact,
learning all the "canhots" and **must nets** traditionally associated With being
female in this society can be a crippling experience. Although there have been
a few extremely provocative studies on thla problem, many of the studies of
sex role development appear to be motivated by a desire to see that boys and
girls develop "propc^r" sex role concepts. For instance, researchers studying
the effects of female teachers on boys frequently express a concern that boys may
fall to develop appropriate sex role Identification W^ithout male teachers jas
■ ■ ijiodels.^ ■
Dnles^ the necessary research Is put to use. It will provide little help to
Children In classrooms. It must be accompanied by the products of development—
for Instance, new curricula, teaching approaches, whole new forcQS and models
that (^n be put to use in real educational settings* As matters stand, curriculum
materials and teacher training techniques aimed at helping teachers avoid sexist
behavior are ylrtualiy nonexistent. A few recent education experiments do have
particular sl^iflcattce for women, e.gr, a home-community based career educ^*-
tlon model and nonresident college decree programs with credit for nonacaderol6
experience; However, serious attempts to tackle some of the most baste problems,
such as techi^lques to counter sex role stereotyping In the early preschool and
school years, are lacking. ; ' ; ^ ^^^^^^^^^^^^^v
In addition to the dearth of helpfui research and developemnt relating to
sex stereotypes and biases, many studies contain sex biases; which distort
findings and produce knowledge Of llttU or no use In 80l:^ing probj^ms. of disr
criminating Itgainst women. Even worse, these studies may reirif0r<?e popular
mlsconceptlto about wbnaen and encourage educational decisions h^r^^^^
to theifi. Sometimes, for exam^e, biases ire based on the outdaWd a^uniptl^JJ
that wowan^s proper role. Is hotneniaker and dependent. Othera seetn to refl^
attitudes t^t tirOmen, their lives and asplratlons-^and barriers . to those as-
pirationsr-^ren<itlmpoHanti^oidghtobert^^^ U. ;
Sex bi^s^s can be found in the kinds of Questions researchers a^k tbe popula-
tion being studied. Project TALUNT, a major i26-y ear longitudinal jtudy .of
high school students which began with O^ee of Education support tn I960,
offers some examples. The original Questionnaire sent out to students recoSnlseO
that mothers may work and that they may be chief family wage earners. But^e
questions about responsibilities on the Job were limited to fath^r^' jobs, The
questionnaire also Included questions relating '^your . (or your future, hus-
band*8)'^ salary to amounts of life insurance, savings and Investments. Male
students could not include a wife's expected income; female: students could
not consider combined Incomes of self and spouse.** ' . v ^
Another example turned up recently In a draft questionnaire pre|»red^for
another major longitudinal study now In progress with NCBI^ support.*? A
special questionnaire for those neither in school nor employed reflected a num-
ber of highly unsclertlflc assumptions about the role of women. The researchers
assumed that everyone who was not employed and not In school was a full-tlrae
B*Hy titt.'^e S^^^ Hoi* la the Sex Role St<»rebtyplii^ of OlrM j'A remJnUpR^riew
the fiterituA/^ s/udin. Vol; 1. No. 1, Summer 1072. AvalUble froia Femifllft
^^a'M^^^^^ Prefect TJU^T D^B^^U^
-iJ.S/ Dfpai^wwt of HMltb. KdQMllon.i^a. Welfare* Offlee ^Of^
Center for Efucatrontl Sttlljitkf. ''Kattonal UujclttidloM Study of ihi Hlfli School CUM
of oiider contract with Eadcationil teAttn/c Serrke.
10
homemftker ar^d female, The qu^tlonnalre repeatedly referred to '^your hu$band **
although ther« arj meii tvho by choice or hece^ty stay home, tehdlri* house
and/or children, Respondents were also asked whAt vocational traihlrttf th^^
would pilfer, and the choices wei^ all occupations tradlUonally attracting large
of women J secretarial, dental assistant; /oo<l herviceB, heauUdan; chlTd
cafe. Another question asked whether respondents had taken rioricrCdit aduU
education coursespcpurses for credit were not Included, implying that women
vJ^^ilt^^"^® ^ Interested lii academic education for credit. Portuhateiy.
NOBS recognUed the problems with tti Is questionnaire, and It ha$ never been
^k^'./i ^ 0' ^^^^^ t^at creep ^oto osten*
slbly *'objectlve^and"sclentldc^researcht '
Researchein sometimes pick members of one sex or the other as subjects for
study. On thp basl^ of an extensive ERIO search, the task forco fourld that this
practice tends to produce distorted Information in areas of great importance to
wpmeu. In the abslracta surveyed, single sex atudl^ were more than two times
as likely to use males as females. Scventy^lght dealt with males only arid $4
dealt only with females. Again most of the 84 abstracts on womeb did not con-
tain empirical studies, while most of the ones on males did r^pdrt study t^ults.
Researchers are also much more likely to use males rather than females a9 a
tasls for generalliing about the whole population. In our review Of the J5R10
aies, for example, less than half the titles of mate^nly studies Indicated that
only men had been studledi while more than three fourths of the titles of female-
only entries filed Indicated that bnlv females had been studied,
. Tho tendency of researchers to draw general conclusions from a study of males
Is particularly disturbing and particularly prevalent In research In ar^a of
spmal Importance to women, or wher^ important differences can b^ expected
between men and women. In the abstracta revlewedi male-only studies focused
most df^eji on careersi the poor and the emotionally land physically handicapped.
Blow readers, school dropouts, under achievers, the physically fit and delinquents
were also the topics of male^only studies.
Few of the femaleH>nly abstracts dealt with careers. None of the other Dplcs
appeared In female-only studies except delinquency which rated a kudy on
"clothinK fabric Selection*' among deUnquent girls. There were no studies of
female dropouts, no studies of poor of elhiilc minority females and nO studies
of handicapped or nnderachlevlnir females.
Single sex studies may also refikt faulty assumptions that males have a
comer on the problem or Issue under study VWomfen don't Ustialiy work,** or
"li's really black males who have the problems;* or ''Most dropouts are male."
None of these assumptlcma are tru^ Women do usually Work, black women are
subject to both sex and radal discrimination and hav« extremely serious prob-
lems, boys are only slightly more likely to drop out U is time reeearchera under-
stood that women too have pressing needs and began affording them the same
attention as mem
The tendency of education^ researcheia to focus on males makes designing
education proframa that meet women's i^eedi much harder. A irreat d&l of
reaeafch haa been undertaken on the theory that the knowledge gained can
ey^&ntually b<f put to use in chan^ng educiitlona) practice. Biased reisearch put to
use cannot help but lead to biased educational approaches. -
^ From even a brief look at the atatus of wonieh in education, it Is abundantly
cl^r that education coutribufes its shar^ to the exploitation of women. Thtoogh
Ita system of formal education, society should seek both to nuttur^ young mi^cls
and to open doora to lifelong opportunities. On both counts, education la falUng
the female sex. < - \
fart n de«crlbea the relationship between the Federal educaUon agencies and
the pervasive sex discrimination we documented In Part t
, Chapter I ouUlnes. existing dbcrlmlnatlon <n HpW programei and necessary
stepa to carry out a legal mandate to end dl^rlmlnation in Federal edui^tlon
programs. - - --^ - *■ " .i....''
, phapter It preseiiU a plan for creatlf^ Federal leadership Jri (ulfllllDg the
spl rlt of the la wa against sex discrimination, ,\ , v
M VntU Vei7 r^cmisf)^ !^ education 3vas perfectly legal, in
iact, &x .dUcrimlnatl6)i (n the fojfooli jittrtcted little public aftcntlon! Only
with the ros&mergeuce of women*a rights aa a majoi" national tssue did aex
discrimination in the achools begin to attract ieriovA public atteilUon/
^Re<*nt l^ecutive and Cougwa^Iotiil action now bars tbe Federal government
from providing aid to an ageney or Institution practicing sex dlsorlmtnatioft
Ui edncatlon-^lther agalnn atudenta or against employees. In 1068, a Fr^l-
denUal Order called on univetsitlrt and otbet Federal contractors to end sex
discrimination Jn employment/ In June 19*2^ Confereia declared that>N6 j^^
In the United States shall, on the basis of 6ex> be excluded frbin participatioa
In, be denied the benefits of* or be subjected to dl^rimination under any
Wucatipn program or activity receiving Federal awistanc^& v . i y 'f^ W^^^
mm tnatltutlon ar^ 0X0topted, ttU law exteiJdS the lex bias ban to dlscrlm*
inatlott aglltiitet both students and employees In almost all Institutions receiving
Federal education aid. -y.
^ Both (>>rigress and the Pr^ldent hate spoken; icherever Fe^et^ educatim
/ttHd* por^ew dUcrimination mm $iop. That mandate pdses a tremendous
challeti^ to HEW and to other government agencies with education programs,
Since the myth of female inferiority is part of the basic fabric of our educa*
tlon system, we can hardly expect sex discHmin^tion to disappear with the
stroke of a Pe?^ As ^^^^^ any prepress In civil rights, fu^idaftienUil chajige will
come only with vigorous and persistent acti^^^
ResjponslT^e Federal agenda must taW the leiid ivlth i cr^Hv^ mixture of
informaUoa jftttd exhortation, incehtived itnd seiictions. *he Asslstaht SecretaW^
(or Bducatlcin Jtnd Ihe W^hdesj^piortijil to him must be heivily inHlred Id
that proc^ So mtist HBW^s Oiace of Cifil lights arid ^th^r Federal agenclea
engaged In education support. '
AS we noted, public concern about sex biases in education and laws protecting
the rights of women In educaUon are fairly recent It is not surprising, then, t6
flild that the Office of Education has been distribntinifir Fede^l aid ^ w^^
; quest)0nii isiced. As a result^ much 6f th^ $e^oui aM wid^t^d dis<^mitiation
d^Mbcd eaiMer i$ b^lng, supported, iri i>iwrt^*ith )^
Together, thj& two laws banning Federal Mucatloa aid to ifldiriduals and
agencieadiscrtmiiiating ^galnit women ar^cbnipr^henMver^^
^xecutitjs Order lljH6/ as amended October 10^ bars sex dls-
crimlni^tl<^ to fempioym<&nt $mong all FedeM i^^
among fiaht^s,^ Contiiictoi* (which ln<iude?|tm[ost^ aU colleg!^ and
uhlvertrtfle^), mui^t dwiw u^^ piani both t<> <f6rre^^
prtctlc0S 4hd^t6 over^me thi^ ri^^
in/Oude spe<i$e goa^ and tUNtiihi^ fbi^ j(<^oii^
vHthboldingoiirlosaof aUgovernmeht<^^ ''':^y^--i^^^^^^^^^
^fltle J A of P.U ftSWlS ^ctM in: Juh[e pfohibiu any IndivJdtial
or insUtuUott benefiting from federal'education aid f rom discmnina^ting oh
the basis 61 ses^, either aiaiiu»t Hudenta ojr employ^^ AU FedeHl Mucatlo^
fui^da be <Sttt off if lud iMtitutlon fails to c6|dpij',vrrhm are limited
eiceptlons. Bellgiotis instltutloha acting on reilgtc^us grounds and military
academies are completely exempted and admissions di^k^Hmiriation is ^tiil
pewiB$lW0 ^j»pt ili to^^ public <ro*
educaUonatu^deriradaata schools,' ^^^^i:
This chapter exjiores the Implications of these dvir Hghtii Jav^s for HRW.
ItOUtUne§-r v--,^. V. i.,- -w- ,.--.v>-,-;:^:; ;:-'v.-y
maJpr areas of sex bias directly supported by Federal educntion funds;
action alr^dy taken by a few OB offices to counteifact sex discrimination
)n programs they admlnlstor }
S(epa the Assistant Secretary for Education and agency heads reporting
to him must take to live up to basic legal requirements ; and
steps the Office for Olvil Bights should take to strengthen enforcement
prooedure«.
^^»^ctiOj| M|(a) of Piliw S2-ai8, the IPdsodfion Amtndm^n^U 0/ 07I. 8^ Append t* A
l^if^l^^^^f ^^^ii ^*f^*> »«t«i<l«<J by BtecntlTS Order 11ST5
ef «ct uam <>ai
id IDeeeiaber 1
« sWoa m of p.t. t»a-ais.
JERIC
vstovmtso sex bus in ot xm^te paoos4M« ; ^ \
Cblefly because tte agency ha? not been cooceroed about the use of its fu^ds
to depy wo^«eii equal opportunltyi PB ao4 Nlfi fand^ do ditecU^r support
discriminatory practice^ of all kinds, lb some case^i these are sins of com^
mtsslon— unequal pay for equal work, for instance. In others^ they are sih^
of omissions— for example, the failure to recruit women actively In predomi-
nantly male training programs. ^ ^ .
; Belotv, we cite examples of these biased in several important aifeas; from
career preparations to curriculum development to research* The problems
highlights here are by no means the only ones, but they are among the most
importanti Then, too, the task force was dependent on program information
available in Washington i these are all program areas where some Information ;
on the impact on women was at hand. '
Vdcaiiomland ManpoutrTra^^
As we indicated in Fart I, vocational and manpower training pr<^rains,
wittingly or unwittingly, are helping to channel the bulk of the Nation's female
workers into low-paying Jobs. Olii's own programs are no different. The agCncy*s
programs have reinforced, rather than counteracted, a strong tradition of soc
bias in vocational training. This is true of training progams iot students under
the Vocational Education Act (VEA) and for unemj^oyed and underemployed
adults— primarily the poor— under the Manpower Development and /Training
Act (MtyrA).
OK programs tend to train women for a much narrower range of occupations
than men — occupations which usually promise little pay, poor chances for
advancement and minimal challenge. By and large, male trainees select from
a far greater range of training opportunities, resulting in relatively high paid
skilled trade and technical Jobs.
Under HI>TA, a recent study discovered that the Department of LabOr*s
individual referral service, which places people in some Institutional MDTA
programs, assigned male trainees to training for 177 different occupations;
women were only assigned to 12.* Over half the female students in vocational
education are being trained for support staff office Jobs->receptlontst, typist,
Die clerk and ao on. In MDTA institutional training In 1070, half the women
were trained for similar Jobs: clerical and aales. Sixty-four percent of the men,
on the other hand, learned "machine trades'* and "atructnral work"— two training
categories which bring in considerably higher earnings after training.*
The differences in earnings these dlc^rities will produce are tremendously
costly to wiomen throughout their working lives. In fact, the avera^ female
MI>TA trainee earns lesa after training than the average male trainee does
6e/ore training.*
A great deal of vocational and manpower training is completely segregated
by aex. Separation of the sexes is taken for granted in our vocational and man«
power training programs. So much So, that when States were asked to identify
their best vocational education projects serving disadvantaged and handicapped
Btudenta, 14 listed projects serving only one sex/ Annual reports on MDTA
frbm 1067-70 feature a total of 103 photographs, barely 10 percent showing
Classes with both men a^ women.
Although home economics and industrial arts programs are not strictly
vocational education, sex segregation Is a common pattern here too. The ^25.6
million Consumer and Homemaking Education program may be supporting
extensive sex discrimination, since most school systems still exclude boys from
* Otrmpus Re^^rch Oorporatloo. Bt^luaticn of ihe if OTA. in$t{iutkin(tt Individu^it
Htftthl Prcgrom. Final ltet>6rt 1072, Prepared for th€ Manpower AdmlolBtratlda of the
VS. D«partme&i of Labor malt t^aVe Ciiyt Ol^tnpQft Rcsearcb Corporation, md). p. 14.
> its. D^bartmeot of Healtb, Education, and Welfare. Office of Educatlonj MiuMion and
Ttaininp, lOth AntiQal Report to the Cobgress on Institutional Training tinder tbe Mab*
Sower Developm^bt and TralnlBf Act in 1^71 tWashlngtobi U.S. OOTerbmebt Printing
mce» 1072). See Appendix C.StalUtlcalTaWeaC^iD-l. ' •
f ttS. l>epArtttieot 6f HeAltb, Kdacatlob, abd Welfare. Ofllca of ^utkilori, Bdutathn ^n4
a>^(fi<»H/> eth Abbual Report to the Con«eM Ob I nitU^tiobat Training \ib4er the Manpover
iifid Tfatbfbg Act lb 1970 (Washingtob r i;.S. Obterbmebt Fribtibg Otfce,
. jW/*PebbsyhatiU State AdW*ory Cotifbcti for Vo<»ttobal Education, ib cooperation
with the National Ae^lattob of State Directore of Vbcatlobal ^dbcittlobi A yatf^nai
giUdv to fdenUfy OuUtandtnif Propram$ in y&Mlonal Edueathn M mMic^ppM MS
U<idt4ntaM etudtnti iCoHmU^, South Carolina*. Katiobal AisbelAttdb Of State Dlrec*
tore bf VbCfttiObal Edaeatfob. mi).
. 73
home ccoQomica couraea, While the program has no 6tatltlc9 on bow many of
its projects activity exclude boys, it do«s (OCMS chiefly on courses designed to
pre|)are young womeu for a dual lole as wotker and homemakeri and only 7
I>ercent of the program*s participants are male.
ThU year for the first time, vocational education funds can also he spent on
industrial arts courses, vihieh most school districts close to girls. If industrial arts
courses do not open up to girls, OE may become a direct pawner in stlU
another kind of sex discrimination,
The limited career aspirations many girls acquire early in life are certainly an
Important factor in problems of sex typing In vocational training. But OE^s
vocational and manpower training programs must take their share of the blame,
They have clearly failed to encourage girls to seek training for occupations
promising more pay or better opportunities* In many cases^ vocational and
manpower programs have activelj^ discouraged both sexes from training for
careers dominatccl by the other set.
Career Educaiion
Top OB leadership has generated a great deal of Interest in an important new
concept that could tackle sex stereotyped career expectations early j career
education. Career education aims to completely revamp elementary and d^cond-
ary education In order to maxlmlate career options for every student Since it In*
volves teaching children about careers frotn the early school years on, the netv
tuitiatlvo has tremendous potential for counteracting prejudices concerning
wonien^s work roles before they are firmly developed.
Kven so, without a conscious effort to prevent sex stereotyping In children*s
career Ideas, career education will simply be a new way of reinforcing the old
prejudices. Girls will learn earlier that they can expect to be stewardesses*
secretaries and nurs^rboys will learn earlier that they ce^n expect to be
astronauts and doctors, politicians and carpenters, draftsmen and business
executives. . ■»
The task force did find indications that these biases are already developing
In the Qte/NIB career education effort J ,. ' .
A brochurO from one exemplary, career education project, which has become
a model for school-based career education, says that classes, should *'teach us
early to respect the work men do." ' ■ ' ^ .
Sex stereotyping Is evident In several draft curriculum units under develop-
• ment for school-bas0d career education. A third grade unit on retail Jobs, '*The
Supermarket," £0r Instance, makes It dear that all supermarket Jobs but one
(cashier) are men's Jobs, Another, a home economics curriculum designed
for ninth grade girls, only encourages girls to investigate careers related to
home econonwcs. Sex stereotypes pervade the entire Unit, For ^^xample, when
girls are asked about long range goals, the author lists looking for part-time
Job and 4:olng to college to be a preschool teacher as expected responses,
Under another Career education experiment now underwayj employers
themselves will provide students with career awareness, job experience and
training and academic instruction* Since sex discrimination is virtually uni-
versal In the employment world, sex discrimination In tbe program itself U
likely unless cooperating employers agree to offer both sexes the samo oppor-
tunities. So far, on one has moved to guarantee participating female students
equal treatment. ' . * , ^ \^ t:
The career education program Is working On one model that should benefit
women: the home/community-base<l model aimed at reaching people, mainly
women, In the home. Though this model has gotten off to a slow start, we are
hopeful that It may help women in the home to enter or re-enter careers.
Sducathnal and Public Retatton»Mater(aU
OB, and now NJE» spend substantial resources on developing educational and
training materials for national distribution. Kven though the task force was
ablo to examine only a few samples, we did find a number of sex biases. In addi-
tion to learning materials, the public Information materials OB produces on its
own programs sometimes contain the same kind of biases :
OB has funded the development of an extremely sex biased career guidance
test as part of the career education efforts now administered by NIB. * 'The Self •
• Hackfnmk, New Jersey Public Schools, "Somewhere There's a Career Waiting for
Them. tVill They be Ready for ttV .
(0 bo st^^ted ftway from th6 largeat gr6tip o< (XMjupatloii^ Usted^includlntf
t'^J!-' r^'^^^^m dranfimtt, blirbeh air traffic *<H)nlM,^
^^'^l^tuJ^^^^ ^^dssuaded rroto looking Into auVflelds
aa p»£l^»f ttacbfer, pbllosopbtr fthd dm fotdgn aerrtce officer*
i^hwfw^H^^I^^.^^^ aijtjon concepts
ehov^9 boys and ^Irls In sex-typed rol^*-^>o^l^ ah> actll^e, tvhlk gtrla ate sbot^n
an factions'' without toovetaent 0 rJd are th^ Only one^ ^ctb^ed jB^wihi?
washing dished, ^Wd^, Playing w/th dolls and $sveepwrBo>3,
^Vit\J^^! ^^^^'J l^^^^''^' marching, playing with tanks and caV^fisWng.
mashing a car» painting a bouso and firing w^*mug,
QBa own pnbjlc infofmatlon xoateHals baVo produced similar sex steVeotvnes
The most notable example, the »<Ca^eef mmon'^m S^
cawer eduea ion worksh^^^ women Iji lim^ m li^m^^^
feiyalo occupational roles; All superrisors but one w^Je' maJe;%S^^
paying occupaUons were generally held by women* The m had In Vcr IS
xL^li^^fi'l:^^ fewer thaMO. To hl^Mt? «r dSft.
editing. Shonly before, Ofi's ^merica^ Je<f«caNort magazine had gone to press
with and for the dim. featuring a photograph of chlidren In ca?efr 4iwtlo^
boys posing as doctor, policeman and fireman; and a girl posing as a 1101*^!
EiucnUon Per$(mne}
?^'f affect employment In education chiefly in tw6 different
IS^^v L i'^V^? Jof>« In agency-funded projects at the State and local level and
ttplfe ^^^^^S^ i» 0^ niany education personnel training programs (NjB has
tel^S'fi.l^^^^' ^1? S'^i^^- ^? large, both Jobs an^ training supi^rtM
W agencies contribute to the overall inequities facing w^omen whowork
in eaucation. > >
^^Sft^^^'l*'*^ f ^^^^ OS tifid 2fIB fun^^d
f^U^P^^^f^^l^^^l^^J^^ on project directors gathered by the
t«?^i<^l5$5 unfortunately, we c<>ttld not obtain Infotoatlon on other project sUff.
all of the programs which could furnish d^ta on project directors by
sex (approximately 40)» fewerjthanorie>flfth of the pwject directors were female.
'S^ii!?*^!*^.?^^?^?^^ data Shotted there were
no female dlrect6rs in the 2t Education Leadership proJectTfunded und^r the
^ucattjnPijof^^ons^^ (KPPA) Part D. women headed only,--
one out of 18 ERIO clearinghouses, .
^*o of the 80 MMA sWlla tenters, and
Language and Area Centers funded under TiUe VI of the
National Defense BdDcatiott Act (NDBA),
No regloiiial ediJ^tlph laboratory or research and deTel<vment center was headed
by a woman, and 65 out of 67 laboratory and center program directors were men.
Women seem to l^ Just as scarce in dedsion-maklng positions at the State level,
according to the scattered information available. Pere too. in most of the pro-
SSSifMlL^^^^ get statUtfcs, fewer than 20 percent of the State program
coordinatOjTs were female. Women represented only 1 -
a pcfcent of the State adult ^ucation directors,
11 percent of the directors for iiUe ill of the National Defense Education
Act,
4 perc^t Of the directors for 'Srttle I of the Elementary and Secondary
Education Acti and
1 out Of ee state vocational education dorectora.
tiaqtJonaUy '^female;' fields, the record m$ better, Over half of the
Bight to l^d program's 85 SUte were woijian. For two library
progijauh^lltle 1 of tte Mbrary Services and Cohstructlon Act and E$SJA Wtie
It-m figuresj?ere.42 peircent female and percent female, reepecUvely, These
are stiU dlsappolnUng, however, since 4 but of every cTlibrariahs a^e
mm^^^^ ;. • 76 ... • '.
6pp(>riuniii€$ fn p^wrtnei rramrtp,— The record In pr<>motln|; equal oppor-
ttjinilles in education for tvotoen fhrOUfh^OB ^nd NIK personhel UMnlti^i pr^^^^
grams Is ml?ed. As expected, OB prjbgratns are^generaliy tr^^ for
edtfcfkttopal rotes alreaay dominated \>s wo^ien. They are being trained t^ sem
as teachers attd paraprofesslohaU In elementary and se<;ondary, early childhood:
and spedal eoncatton. Men are being trained for rotes which they already d<>m-
inate: administration and leaaership in education at alt levels, teaching In
higher education and research and development,
A few programs do seem to be coutribnting to equal Opportunities for women
attd wen in education, fSPDA part B ferves a higher propo^tlon of women mn
currently exists in higher educdtlonJ wWle only 1 to dt faculty njembers is
femali, 43 percent of the feHow&Wpe went to woihea In FY iWW2, and a
sampling of FV IW^TI Institute participants indicated that women were
sUghUy less than one-third. Jn addltionr several of the JBJ^pA programme are
bringiiig more men into elementary and secondary education fey empbaaiaipg
veterans. The Career Opportunities Program raised the propgrtlon of mal^ aldea
being trained from IS to 39 percent in one year. And fi»*PA OPart in
attracting and qualifying nw eddcational personnel, focuwa on mature women
retumiDg to work, a group badly ne^ ected by most training pr^>grat4s, This
program, however, is being phased out ; '
Despite these gains, the propottion of w<Hnen is highest in training for
Jobs at the bottom of the careet ladder (paraprofesMonals) l^nd lowest In
training for ]ob«^ at the top (^dministratlob) throughout OS and ed\|catl6h
peraonnel trat'^lng programs r A v . . -
Several program! funded under BPDA estimated that ^omen Vere <>ver
^ CiOr>ercentOf thea!de«<^ WraiM^^ ' 4^^^ ^
> The Trilh^ng Teacher Trainers program (TTT) fnnded tinker BPDA
bported that women were 82 percent of the aides, 69 Jierc^t of the teachers,
- ' and 10 percent of the administratora trained, v c
Women were a scant 25 j^fcent Of the trat|ieee In sci^dol administration
under tl)e SSt'BA Iklueatioh 1^ to program
veports^ stiff reported that leadersWI^ tr<iin|iij n^^
Moreover, many training progriiinft clearly have hot beetj sfeWng wi^meu ih
the Urget l^^laUon e4tatahlyi »lp^^ adtWiM tr/aWng
can be the key to profeeeJoiiaV>dy«m<>eme^^^^^^
(<i a system that advances hien hw^re r^diiy thah vfomen, eve)* in fleWs hiNiyitj^
; dominated by women:.' ' "'i::-,'^ ^. Vv-; ^iiJ'^^'^''^:-^
Thoxigh the oven^?heim!ng majority of school librtriatte $/e wom{hi :Wt)e
BEA doctors feUowahlw to mMnly to ^m^^^
yehfa, ach^l years iwe-w through IMOrTO, tromeh In th* plS>*w
8§ percent of the doctoral dwteei?^ . ^ * ; ''■>\
Women hare b^n ^arlOnsfy nnderrepresehted In vocatlonistl ed#^ti<^n t^^rso^ne)
traini^ utider BPPA i^rt 1?; A<>eor4lnir to t^rOgtaj^
feVio^ip recipients were women, in oontn^st, it^6kne4 ar^ ote^ t^^
the t>eowe teaching seeondait vocational W^cfl^tlon, where nvo^ vocational
■■ ediiCiiUon iitait can be fonnd.^ " -"^
SlSce j9eM8, womeh have r^ive<l otdy 5 yiercent ofV fecujty r^ee^^ch
felloW^afunded nnde^ the S^Albright-Hays A^ Thla U f ra<^tion of
thepropoWonW
OB f^nds help to support the many dlacHmlnatonr pra(^ces that make it
particularly difflcuU for women to gain aoee^«i to I3ie edu^
In student aid, for esample. the E3TS stody mentioned eatlli^r founcj diaoriml^
nation agilnstVomett In both the Bqt»l Opportunity Ortint Pr^
National Def^n^ Student tjc^n Program. Women were over half of the i^edplents
li) both 1>rograms, but ^e mean Eqtial CNpportunity Oraht foir i^omt^n was 20
percent leee than that for men. Despite t£e fact that women typtcaily m^ive
inore student flnandai aid through loans than men, women ateraged slightly
amaller loans than men under the Kationat Defense Student Loan program.^
kTjtfstt-
TsMer,
aa-m--T4~a
These djfrei^n(i#^ e6ul4 n<>t be etplatned by mffercnces In tjeed, since the itudy
found that wftle/fetnAIe incom^^ T
a vaHety of ii^tlititlon?
prActidnji ai«cnn)ltUitoir admlwlohs^p^^^ Includiflg itngle ib^x vooifional
schools now i^iUi^ in ^Wtle^^ thMr doow to Vth ecx^V Itt
thousands ojf fchoor districts wbtcji regularly eml pregnant stud^bts pat-
ficipate In dgencf. funded progt^ains.
, Sex biases Were common In reisearcb and development materials examined
by the task f^^^tce. In fact, two examples of sex biases in reseatch jiienUoii^ In
Part I c^nie from studies funded by OBt Proiect TALmT and the diaft
i longitudinal study questionnaire to full-time homemakera (See page 19).
I 0» has fuhded numerous studies of Just one sex, OB supported, for instance,
' a major ©tudy on the effects of dropping out of high school? only make drdpotits
were studied. Another study. In the planning stages at one of NIBTs reseai^hand
development centers, would investigate influences on the vxationaj education
decisions of male black adolescents. Aimed at the development of **more effective
career guidance for disadvantaged black youth,'» this study will shed no light
on the career guidance needs of young black women.**
ACTION TO DATE
This task forc^ Is the Office of Education's first agency-wlde attempt to
confront these Issues. Neither OB nor NIB has begun to act on the new legal
mandate to eliminate biases In their own programs. However, a few programs
have already taken first steps on their own Initiative. For example ;
The Bureau of Adult, Vocational and Technical Education (BAYTB) formallv
warned vocational educators to avoid diecrlminatlng against both students
and employees on the basis of sex, as well as race, color and religion, Sent to
State and regional staff In Januairy l^Z, BAVTB*8 memorandum on biases In
vocational education represents OE's only warning to recipients of Sffencv
grants on sex discrimination.
The Researcher Trajnlhg Program, now under NIE, notified TS 197^ appli-
cants for tralnlnjj funds that they should work to develop the talents of women, as
well as minorities, Industry personnel and representatives of a wide variety of
disciplines. This Is an Important step, although the addition of industry personnel
and represenUtlves of different disciplines dUutes the impact of the statement
as an e<iual (^portunlty measure.
A few offices report that they have made some effort to review materials for
sex biases f The Office of Public Affairs (public affairs materials), the National
Center for Educational Communications (materials on exemplary programs
and practices slated for national dissemination) and the Center for Vocational
Education Curriculum Development (vocational education currlcuium mate-
rials). These efforts have not always been effective, though, as the examples of
sex biases in public affairs material^ mentioned earlier Indicate. '
The Vocational Education Exemplary Programs staff has urged project
directors to make use of pamphlets encouraging training for girls In tradi*
tlonally male occupational fields.
Tha Higher Education Training Program under EPDA Part E has established
as one of Its nrloritles programs pret^ring women for careers In higher educa*
tlon. Again, this la prog/ess, although Its impact Is diluted since this is one of
wanyprioritles. /
The Institute for iRternailonal Studies (IIS) established lU own force !ast
summer (1972) to ass^ the Impact of IIS programs on women.
ntXt STEfS ^x>A HBw'a xntoATm AOEircrGS
\^ith the enactment of new laws baiinink sex discrimination, OB aud NlB*s
first responsibility must be to use all the administrative tools at hand to
eliminate sex <ll8Crlmlnatlon In agency programs. Thf Office for ClvH Sights
will take the formal actions necessary to secure institution-wide coinpllan<^e for
recipients of FcderM funds. But tackling sex discrimination In education, can-
piOt, inust noU be left solely to the work of an enforcement agency* ; ;
77
^VbUe b!^ and NIK liave no powers to press for compUauoe throughout aii
entire Institution, they do have sole authority for the conduct of their omi
nrdin^ams. Since it Is now Illegal for these agcincies to supply fundd to any
Institution discriminating on the basis of sex^ it is up to them to do -whatever
they can, to prevent direct discrimination under OB and NIE programs, r .
OB and NIG must notify contractors and grantees about the new laws, secure
assurance of compliance and monitor programs for evidence ot discrimination,
In addition, both agencies will need to use their discretion over project grant .
; progmn^s as leverage to assure compliance in areas where discrimination against
wom^h n^s been especially acute. The informal pressure and leadership v^hich the '
Assistant Secretary and his education agencies can provide* coupled with the
case-by-case legaV action from the civil rights office, are both needed to meet
ttie challenge* AU of these units wilt need to carry out .t|ielr complementary
responsibilities in close cooperation^^ ,
As a b^gini^in^, NIK and 0£3 need to provide explicit instruction to each
recipient bf tMr funds iabout its obligation to end sex discrimination. Notices
must be placed in guidelines and other agency publicaUons; .applicatlohs
must be changed to Include an assurance that grantees will comply witli the
ban against sex discrimination. Both are already standard operating procedures
for the racial discrimination ban in the Civil Rights Act Of 1904. -
Bimple notification will not be enough; aid recipients will need guideline^
spelling out their i»)ncrete responsibilities under the new law. Faltore to provide
th^ Institntions with specific guidelines has caused, difficulties In securing
compUanc^ with the Executive Order/ OE has not furnished prospective con*
tractors w|th the docmnents detailing required action: 0^rtment of Labor
guidelines, Revised Order No. 4 or new HEW guidelines just developed for
universities. Both 0£S and NIE must begin to supply , these materials, along
with regulations and guldellnea on Title IK when available, rotitlndy tb all
prospectiveb^neficiarleaof agency funds, m ; -Uv :
OH and NIB will need to act promptly. Htle IX la already in ^tfect^and Ft
1073 projects should not .be funded until an assurance of <>oa]pllance is given.
Wh^re progn^m documents have already appeared without Mditlona, program
oticea should distribute addenda at once tonlake up for thatOverslght - '
; gpeci^o written guidance must be supplemented^ with ^veorking sessions
betweeh Administrators and HBNV stad! where inforinatlon and concerns aboiat
Title IK compliance and enforcement can be freely exchanged. ^$*^^ay' ad-
ministrators can dlflcusa precisely how lltle IK applies to. their oi^ poHclea
and practices, Titlo IK workshops should reach a range of eddoatlon personnel :
sdiool superintendents and university presidents, student financial litd ahd budget
ofikers, career counselors and librarians and so on. NIB should direct slmjiar
efforts to researchers and research directors, heads of regional laboratories and
. R&D eehters. 0£1 should place special emphasis on informing State agency
officials, since State staff will pi responsible for monitoring local projects
funcied under State formula $^rant programs for compliance with the ne^ iSiy.
Once the minimal legal forms and infortnatlan, needs ire inet, OB and Xlis
must include a check on Title IX compliance in their own monitoring activities
Many programs do attempt some monitorln^*r-througb site review teams. tele<
phone checks or written reports. Whatever the method, program Officers snottid
look at the treatment Of women in each program and take steps to resolve any
problems they discover, Here again, OCR should help out by suggesting siand*
ards to be used In program monitoring.
In addition/ NIB and OB must use their discretionary authority to combat
sex biases in pro-am areas where discrimination is particularly damaging.
in^trucUon^it and InformdHonol Maicriah^—AB we noted earlier, bOt'h agencies
support the development of educational and public relations materials Intended
for broad national distribution: curriculum matrlals, teachOr training tech«
nlQues, program repb/ts, films and so on. OTo stop perpetuating sex biases in
these materials, NIB and OE should take several steps :
Notify developers^ both inside the agency and out, of their obligation to
avoid sex biases. This can be done formally— through guldelins, for in*
stance— find Informally— in the course of contract negotiations.
; . -78,., . ■ ; ■
;^ Pr^^ Avoldlog iet bias as a guide fdr develoMrs.
i?**^ «em not only the egedcy'g own ceods for cdnsleteocy; but also
; me groitlng number of |>eople across the c<>mtty wbo ar<^ beeomlngr tdb-
ceriied with sex blasin the schools and In the media. ^
Review the pr(>duct8 of ageney-funded development elforti for sex biad^^d
before they are dnatl«ed. Moat of theae materials at^ already subje<*t to
review, either by the program unit supporting their development oti for
. . public relations materials, by the Office of Public Affairs. To Injure that
materials are reviewed carefqlly for sex bias, specifle statf people In a'p-'
propria te offices should be designated to perform that Job. These pedpfe
should be named after consulting with Women In each office about which
staiTmembers would be most sensitive to sex bias, - '
-■ in most cases, sex stereotypes can be eliminated without miich trouble.
Changing photographs, revising a story line slightly, deleting Wordf here oJi
pictures thete will usually suffice. For a few projects, however, kexim will be
so deeply lodged in the fundamental concept of the work that the only remedy
Will bo complete rejection. We found one such case: the "Self-Gulded, Search*'
guidance test developed at Johns Hopkins and urge that support fof It be dropped
Career j&tftfcarfon.— Both MB and OK have already Invested substantial energy
in the success of Career Education. If we fall to use our induenc^ to counteract
sex bias in pioneer career education projects, these "models'* and ''ejfemplary
programs" will offer new ways to reinforce outdated aspirations for both Wrls
and boys. BllmlnatJnfi: sex segregation should be established as a priority tinder
an education and training programs for careers, and model and exemplary proj-
ects should be held accountable for involving both sexes In all activities.
Other Areas for 4cr(o»»— Other related recommendations speak for themselves :
they range from promoting the advancement of women through training programs
to avoiding sex bias In research.
8irenfftheningTUkIX
Finally, we propose two additional steps designed to strengthen Title IX. Title
IX covers all Federal agencies sUppoHlng education ; the Natlcmal Science
FoandatJ<»i, the Office of Kconomlc Opportunity, the Department Of Labor, the
Department of Defense and so on. To our knowledge, these agencies have taken
no action on Title IX. We suggest that the Federal Interagency Committee on
Education work to get all appropriate Federal agencies moving on enforcement
of Title IX.
We urge the Assistant SecreUry to seek an amendment to Title IX Itsielf, ex-
tending its coverage to admissions in elementary and secondary sdbools, to
military academies, to single sex public undergraduate colleges and private
coeducational undergraduate colleges. There is no Justiflcation for allowing in-
stitutions which receive public monies to restrict educational <^poriunities for
either sex^. Both women and men ultimately suffer from this practice. We have
avoided recommending that admissions to private undergraduate institutions be
covered, however, since the task force could not agree on removing the exemption
for these institutions; Half of the task force felt these institutions do have merit,
and that as private institutions they should continue to qualify for Federal aid
they may need to survive,
RECOV&iZi^NDATIONS
MakifiQ the Leffat RequiremnU Known
1. We recommend that OE and NIfi fully luform potential and actual recipients
of Federal education aid of their obligations to eliminate sex discrimination
under Title IX aiid Bxe<iutlve Order lim Specifically, we recommend that:
(a) All OB and KIB guidelines, regulations and other appr^rlate docu*
mehts be amended to Include a statement on Title IX> ftL, 0^16, and re^
quire applicants to submit an assurance of oompliahce. OH ahd NIB i^hOuld
attach an addendum to Chls ^ect to all Vx l^i pr<^am documents already
printed >Mthout tbis statement.
(5) All 0£) and NIB contracts and grants officers provide ail applicants
with detailed Instructions on their obligations under Tltlo IX and Exectiiive
Order 11244 before the^ sign assurances of compliance. Ck>ntraetors should
JSfiHt^ a.^oP]? 0' Revised Order No. 4, Department of Ubor guidelines and
HBW guidelines. All potential aid recipients should receive Title IX regu-
; Utions and gWd^lues wWn puM^
79
2. We rocommenrt that OK and XIR pro?lde fnformatlou and technical as*
slbtance concerning Title IX and Its ImpllcaHona directly to State education per-
sonnel» school administrators and education personnel throughout the country*
SpeclflcnlJy, we recommend that :
((I) Each Deputy Commissioner In OB and equivalent within NIE be re«
BponslMe for conducting extenslre workshops and conferences on Title IX
for key Stote and \oci\\ personnel in tltelr respective oreas of concern. All
regular program workshop^) and conferences sponsored by the two agencies
should include briefings on Title IX. These should be conducted on a con*
tihuing basis as long as gex di^crlmltmtlon remains n major problem in educa«
tion. A specific person In NIB and OB should be designated to coordinate
each agency's plftns for these activities.
(b) The Commissioner of Education make Title IX a major topic of dis'
cus.slon In his next meeting with the Chief State School Officers. He should
emphasize the leadership role the Federal government will expect the State
education agencies to play in eliminating sex discrimination at the State and
local levels.
Moniiorino for Compliance
a. We recommend that OB and XIB monitor their own programs x\>r Title IX
compliance. SpeciflcaHy» we recommend that OB and XIB Include compliance
status checks on all regular ^ite reviews, including State management reviews
conducted under KSBA Title V. OB's Deputy Commissioners and equivalent
officials in MB should work with the Office for Civil Bights to develop reporting
forms and uniform criteria for monitoring compliance status In site reviews.
Leveraffe through Di$creUonari/ Authority: InHrucUonal and Infcrmaiion
MaieriaU
4. We recommend that OB and XIB insure that all instructional and public re-
lations materials developed ^ith OB and XIB funds for national distribution be
free of sex biases. This would include career and vocational materials In model
and exemplary programs. Specldeally, we recommend that :
(a) Ouldellnes, requests for proposals and other appropriate docnments
stress as a condition for funding that materials be developed wlthont sex
stereotyping. ,
(h) OB'S Office of Public Affairs, in cooperation with OE and NIB pro-
gram staff, develop a guidebook concerned with avoiding sex biases to assist
contractors, grantees and agency staff in developing materials.
(o) OB and NIB designate at least one staff person within each appro*
prints program'and public affairs office to clear new materials before their
completion and dissemination. These staff people should be selected after
consultati<m with the women in these offices.
(d) OE and NIE review existing projects for sex biases. As part of this
effort, NIB support for the *'Self directed Search'* guidance system developed
at Johns Hopkins should be terminated.
Levernffe ihrouph DiicrtUonary AHthority: Career Educaiion
5. We recommend that OL and NIL work together to ellmir^te sex dlscrlmlv
nation in career pr^aratlon. Specifically, we recommend that :
(a) OE and NIE establish the elimination of sex ^regatlon as one of
career education's major goals, ^nd emphasixe that new ^oal In materials
explaining the career education conct^pt.
(6) Program guidelines and other appropriate documents be amended
to emphasize that the elimination of sex seglregation is a priority in educa*
tion and training for careers.
(o) Guidelines require all model and exemplary programs in career edn*
cation and training report their success In including students of both
sexes in all education activities.
Other Areai fdr AcUon^Trainlnff
6. We recommend that OB and XIB w6rk to equalise the proporilon of men
and women at all levels and In all areas of education through training programs.
Personnel training program guidelines should be modified to require applicants
to Include plans for increasing the numbers of male and female participants
in fields where either sex Is under represented as well as report annually on
^n^ogress towards achieving that goal. Specifically, we recommend that :
ERIC
, ;
(«) Or^ater n«nib*r« of women b« trained In ami Where ther ara
ami technology, the "hard" aclehws and Jn othet appro?riatj(
«.luL£t*^^'' numbtrs of men l>e trained for employment In entry level
S?fMi°-S3i'"Jr^?,^*'"? ^^^y currently underrepresented, such as early
S«m1«?*1^.,!i'"/'''i°.S' education, gpcdal education" home ec^
S?St« .^^Wf**,-,^!"^"""' professions and n other 1^
0<Acr 4«a* /or ac«OH— Project A(/ml«<*<njt(on
r^iiH^*.'f?*AS^"*J^«*,5'^^*°i' 5"^ promote the Involvement of women In ton
^ " ^^'^^^^^ projects. Specifically, we recommend that :
(0) OH and NIB amend guidelines for discretionary programrto require
Xp"KSSs1af?byS' °"
<inci^^A^fi/t«lJ?i£]it^lfl"' that Information for evidence of discrimination
and negotiate Iwfore funding for the correction of any Inequities.
rtP li vi«' P'^i?"" guidelines and other official program document.-",
S^dSune dlstributlSS"*' " * ' application notification and
0«cr Arcw /or Ac»o«— /?e«c<irch
Ev^ll^ll^fAWi'^Ll'iil^^l^ "?? ^''^ Assistant Secretary for Plaftnlng and
9. We recommend that OB, And ASPE Insure, before funding education
JS'^IW' ^tudy'n? P«>Ple samples of both sm? and
fS* - '* sex. Exceptions should be made only when the Information
sought Is already available for one sex or when a study Is expltclHy designed
on^wTstudy "^e sexes and special dreumstam^s requlrn
recommend that guidelines, requests for proposals and other
appropriate documents gtate the conditions under which one^sex studies are
rfllflStbn" * "^P'^'"* tm&B tor s^b^ study provld^
' Sfrenohthenino Title fx •
111 '^uJ^fPJ^ ^H^J^S Interagency Committee on Education ex-
fil"«^fJ'"'*"**"i"^ °* Title .IX for other Federal agencies providing educa.
enforce Wte'ix" encoura^ie those agencies to take the necessary action tp
♦hl*;i^t^'i^T'l^J"4.«'l"U''! Assistant Secretary for Education strongly urge
«tl6 IX to corfir admissions in elemental and swondary
S^'iiffil*.*'']'"^*^^**'; "'^ P«»»"« undergraduate colleges andprtvate
coeducational undergraduate colleges. v » . «
SKxT STEPS! jHB oPTicE roB cmt Komi
•hS! Tuv^ absolutely crillral toihe effectiveness of any civil righta law
SES'fl^f programs. ITie Ollk<e Interprets these law* through wguUtlohs
#i««f#ifiy^;.\*^3''''*^^ 5^""*'*^ compliance inyesttgitlons, neSoHates with Instltu-
tlons found out of compliance and notifies HEW agencies to tertnlnate funding
IC
81
II contractors or grantees refuse to comply. Clearlyp the Impact of nntt-sex
discrimination laws will depend largely on how effectirely OOIl carries out
lt« Job,
BxecuUve Order Enforcement
So far, the record \n enforcing equal treatment for women tn employment
under the Executive Order h^s been dtsapiK)lnting. The Executive Order itself
and enforcement e/forts have proven weaker chiefly in two areas: accountability
and compliance standards.
Accouniabilitu^Vn\es9 the government conducts a compliance luve^itigatlon,
a contractor is not accountable for its efforts to live up to the Executive Order.
While they are required to develop au affirmative action program detailing
Plan$ to eliminate se^t (and race) discrimination, contractors do not have to
submit them to Federal officials; public agencies and small contractors are not
even re<iuired to put them into writing. In fact» compliance investigators have
found that many contractors that are required to put their plans in writing
do not bother to do so, since they do not have to submit them for approval.
The government neither approves affirmative action programs nor monitors prog-
ress In carrying them out as a routine matter.
Only If the enforcement unit (OCR, In HEWs case) decides to do a com-
pliance investigation does au institution have to answer for the adequacy of
Its afflrniatlve action program, or Its efforts to live up to it. Investigations are
costly and time consuming and only a small minority of institutions do undergo
jiuch an invesllgatl6n. Trying to enforce the Order without routine review of .
nil afilruiative action plans wpuld be like trying to achieve school de^gregatlon
by telling dual school systems they must desegregate, asking them to devise
tbeir own program (either written or unwritten) and then assuming that de-
segregation has occurred.
CompJh^cc Standards,— in addition, OCR has betn slow In developing and
promuigating specific standards for compliance. It took four years after coverage
of set discrfminatfon was added to the Executive Order for OCR to come out
with goldellnes dealing with sex bias in higher education institutions. OCR has
also failed to develop uniform standards to guide Us own personnel In com-
pliance reviews. Investigations are handled by regional office fttaff, and pro*
cedures and compliance standards vary from region to region, from institution
to institution. Not only does an absence of uniform standards frustrate effective
civil rights policy. It is unfair to any institution making a genuine effort to
comply with the Federal government*8 eqnal employment demands.
JSnforcemeni of Title IX
Hopefolly,.intle IX enforcement will be more vigorous than efforts to date
under the Executive Order. Of course, It is still t(>o early to tell. We must make
clear, however, our concern that OCR move promptly ahd decisively on Title
IX enforcement. Regulations, now under development! must be specific enough
to give eddcafors a concrete understanding of what is expected, especially in
terms of set discrimination against students which the government has never
before tackled. Detailed guidelines need to follow just as promptly.
OCR win need to provide regional oflkes with clear and uniform procedures
for investigation and enforcement. We urge a special focus on sex discrimi-
nation at the State lerel since Btat^ education agencies, with adailaistrailye
resjionsibllity for mncU of the Federal aid funds, exert a ^reat deal of influence
Over the way local school districts spend their funds. We also strongly advise
th^it the enforcement of Title IX to be carried out in coordination v^ith efforts
under the Executive Order. Xot only would that minimize duplication of efforts.
It would also ensure that each Investigation covers' discrimination against both
students and employers.
DUcrimhiation^ in OCR Stafflno
As a law enforcement agency, the Office for Civil Rights has a special obliga-
tion to meet the standards It sets for others. OCR's record in hiring female
professionals is appalling.
Women are only 11.6 percent of all OCR profe«5slonals GS-13 and over. In the
mid levels. OCR employs 77 O.S-lS*s— 7 are women; 50 GS-14*s— « are women;
and 31 0S-15*s — I are women.
82
fUU-TlMC W0FESS1ONAL OCR STAfF, AS OF NOV. \2, Wt
^ . ^ ^ ■ NumNr ol Number o( NrwoUM of
27
II
It 1 H i{
Th^ Office for Clrll HIghU is charged with guarding the rights of womeri
under blUlons ot dolUrs worth of HKW gtat)t8 and contracts. Minority groups
hare argtiec) for a long time that full minority representation is ihe key to
energetic cWil rights enforcement. By the same token, rights of women in HRW
programs can only be protected if women have an equal share In senior and
decision making positions in the Office for ClvU Rights.
RECOMMENDATIONS
E(t€cutive Order EnforcemaU: AcoountahiUty
12. We recommend that HEW's Office for Civil Rights strengthen its pro*
ceditres for holding contractors accountable for compliance to Executive Order
11246. Specldcally* we recommend that HEW guidelines require contractors to
submit affirmative action plans for approval whether or not a compliance re-
view has been made; plans should be accepted or rejected within three months
after submission. ? .
Title IX Enjorcenxeni: CotnpUance Siandardi
la. We recommend that the Office for Civil Rights develop strong uniform
procedures for investigating sex dlscrlmlDatioii in education. Specifically, we
recommend that:
(a) OCR develop a standard procedure for coUectlng and evaluating In-
rormatioQ at defined intervals oq the compliance status of institutions under
Title IX and Executive Order 11246.
(6) Investigations initiated under Executive Order 11246 be carried out
in conjunction with investigations initiated under Htle IX. .
Title IX Enforcement: State Education Aocnclei
14. We recommend that the Office for Civil Rights work directly with each
State to overcome present inequities experienced by women in State education
agencies. Speclflcally, we recommend that OCR set the investigation of State
education agencies as a priority under title IX enforcement,
CHAma II : Beyond tat Leoai Impebativb
Administrative action to enforce the legal ban on sex dlscriminaUoa is only
the first step towards achieving equality for women in education, Over time,
ive must work for fundamental chatige throughout the edutation system. Uitl-
nutely, the fight for change htust be won in every schoot district tq evenr college
and university. In that struggle, the federal governmenrs principal contrt-
bntlon must be leadership, since government can directly affect only a sinall
share of the Nation's education resources. We look then to HEW ai a catalyst
for change.
This chapter outlines the most Important leadership roles HEW*s ^House Of
Education" should play r public education, helping students and teachers t6 ei-
£lpre new roles for both sexes, fostering hew educational approadies lind
Qowledge, building. Finally, it lists the internal management changes the edu-
cation agencies ought to make If they are serious about championing women's
right to equal educational opportunities over the long term.
; 83 ; : \
Th^rd U rewrkubly little underftUndlngi either Id tbe educaUon communllj or
tn the public at Urj^e, of the 0erioU9 barriers to equality w<»nen face today
throughout education. If edueatlou Instltutious all around the country are to
begin r^OTlng thoee barHera» many wore peopte—lnside the education system
"and out— wUt hare to appreciate the probUm, , ^
The A^s^tant ^retary for Education ^nd the agenclee r^rtlng to him hav^
aub^tantlar public Infomatiou reeources at th$lr command, Throagh preea re-
leaiie^ and reports, articles and filn^a, program and public aifalr$ 8ta4^ generate
a steady How of Infortnatlon on edueatlou l9^u^ of national Importance. Top
agency oQclaUf are constantly In demand for apeecbes and other public appear-
ances; both the Commisaloner and bis Deputies had e^tenaive gpeakltig ache^uiea
laatyear. '
All of theee information reaou.>ce8 can be put to work building public jiware-
ik^ of the iflKequautlea Vk'onieu expeHence In educatloh, In OB, i( few efforw bat^e
alr^dy be^h tj^d^^ ■
The Cw^loner early in 1072 ia8U«d a strong atat^i^eut on tbe «4ucittloiial
rights of present students. He aatd : ; ^ .
vBvery girl in th^ United States has a right to and a heed for the education
that will help her prepare herself for a career, for family life, and for citizenship,
To be marrleU or pregnant Is not suflklent cause to deprive her of an education
and the opportunity to become a contributing nlember of society," ; , : :
'The VS* OfBce pt Education strongly u rges school systems to pl^Otlde
tli^ulng education for girls who become pregnant: Most pregnant girU ai^ i>hy^-
caWy able «j remalaiik their jpeguJar clasflwBs during hiost of their pregnaticy. A»y
de<?l8lon to ^ftodlf y a pregnai^t glriV sch^lprogratia sho<ild^h^^ 6nty after
consulting with the girl, her palrenls, or h^r h^^band if sho la jpiariied, aW th^
appropriate Wucatlottal. medical, s<>clals*frvtc^ authorities,:
.**Fttrther. local scho<H systems have au^MgaUon to ?^r4t^ wlth^Uch other
State, couuiy, and agencies ia health and welfare departm^ufa jitid with
private, agencies and physidan^ to as^tiie thw pregiinut girls feceife. proper
niedicali psych(^^ an4 i^ONdalj^rylc^ preguiint^ aud for as long as
needed thereafter* ' '■ ' \' ,'. j-, v • )
, ^*The,^eeda of pr^ant ^rls a^ehut.bfe^ asi>&t^^^^^
als6 re<juW asslstanee to^aabfe them to me^Lthe.^HW^^
Khlch they have assumed. We shall continue tO enspM^ise tij aU aspects Of our
concept of comprehensive prognfims for achool-ago,paii^
h^edfl, the li^urc^ the processes. .Aud the iMrogrim aictivltl^ which will serve
both yoimi; woin^ and youug m^ en^^Hencing or anticlpatlhg early pare&t*
hood; In so doing, we also serve thifi php^ren ^uvi>lved, ai^d int^ud to I>r0niot^ a
more successful '^services int^tation inodeV^ for them^a Sttengthened family
' StrUCtUr^'^^;'' - • '.V^ /,v>,.v:,: ^.^vv^;
OB just ^[Kmsored a conference On sex role, stereotypea in th* school*^ held
Thanksgiving weekend, 1972* Oo^id^ctod by tho Na^onal ((SdudaUon A^lao^
the conference attracted participauts from various segn^ents of the education
commuhitya^d the concerned pi(W<^» / v. : . ^ • : l^.-v.'.y'-/^:.-:':
The agency is sponsoring k portable exhibit^ ou ach6ol-aged ^^r^nt^ 4r|matljiing
the problems these young woinen face $nd tho ueM fpr ^rylc^ to i^irenU of b^h
The iDecember 16t$ Issue of Anf^t^n Mu6aii<>nt 0^'s otyj» ^aas ciincuiai^^
magaaihe, carries a lead article on the laws iMEinning sex discrimination ill Fed*
eraUy^fnnded programs, -'r:''--^^.'--^-: " . • -W-^^-^:X'-'^'i-''
These are excellent initial etforts» yet the Edueatlou Division has barely beguii
to use the public inf<^atlon resources l^ J^as available. The Commissioaer de*;
Uv^Kd m miof address over the last school yean the peppties a^pai; U^tem
maby more, fiowever. mt top ageucy official has ever delivered a speech whose
primary focus was a fundamental clvli rights i^e affecting half the population i
equality for women,^
ststement C.S. Commtsilon^r of EdneAtiota. Sldoey^ P. MarUnd. Jr, on "Compre-
bmlte Pr<«ratti for ScboorAg^ Pareatt** befors iU I^orida gtaU Confef^iice on IidDyov-
%^riS?/to^tht fc^ for beidoptteat did deiinr i ipeech on Wt^
S4
Tos> level leadership U iioeded to emphaslee the serlou^nesj; of the Ine^iuUles
facing women In ^ucation. In addition, OE, NIB and the Asabtant Secretar)*
should se other media at their command to Increaae public awareness.
RECOMMEXDATIOXS
EducaUnff the PuhUo
. 15. We recommend that the Assistant Secretary for Education, the Commls-
stoner of Education, the Director of NIE and their respective Deputje^^ should
arrange to speak before key national education groups on their responsibilities
for ending discriminatory practices. For exam pi e^ we suggest that :
(a) The As^stant Secretary for Eduf^ation or the Commissioner of Edu-
cation address a conference of the major boolc publishing a^^latlons on
OE's concern with sex stereotyping in educational materials and its effect on
tlie status of women in education.
(b) The Director of NIE's Career Edvviatlon Task Force and the Deputy
Commissioner for Occupational and Adult Education speak before the Amer*
lean Vocational Association and other key vocational groups on the need to
entourage young men and woinen to explore the entire range of vocational
opportunities.
(0) The Assistant Secretary for Education or the Commissioner of Educa-
tion discuss the detrimental effects of inadequate counseling on lowering
female career aisplrations before the national meetings of secondary scnool
counselors.
16. We recommend that the Office of Public Affairs \ise the range of media at
Its disposal to expand public consciousness of the growing struggle anipng women
to secure e<)Ual opportunities In education. Speclncally, we recommend that:
(a) OPA work with program offi Jals to produce a documentary film for
public distribution on ways education can help women to break traditional
sex barriers in various occupations at all levels.
(b) CPA organic an exhibit on women and sex discrimination in educa-
tion for use at education conferences and at gatherings of women's rights
groups. The exhibit might premiere In the Office of Education's main lobby,
and focus particularly on Title IX, sexism In career training, and sex stereo*
typing in elementary school curricula.
(o) In cooperation with the Office for Civil Hlghts in HEW, OPA develop
and disseminate a pamphlet to the general public on laws protecting women*8
rights to equal opportunities in education.
(d) American Education continue to publish articles to be made avail-
able in reprint form on the roles and progress of wonaen In education.
EXPtX>BlNO NEW R0IX8 FOR W6UfiN Am>
If schools are to take the mandate to eliminate sex biases seriously, they will
have to discard many ontdated attitudes, practices, and educational toc^s. Teach-
ing (echniQues, textbooks, Alms, and guidance tests will all need basic revisions.
Unless OE and NIE take the initiative In developing replacements for these
antiquated teaching tools, educators will have nowhere to turn when they begin
trying to overcome sex biases In the classroom.
Accepting the challenge will mean much more than merely producing neutral
materials. It will demand new materials and learning approaches which ex*
plicitly address the problems of sexism and help teachers and sttktenta to cot^
with them.
The task force unearthed only one instance where OB has sul[>ported this
kind of initlative^A currictilum unit designed to dispel traditloi^al tnyths abdht
women's roles in the work force. Aimed at secondary school girts^ the unit
X^t^ded students with information on occupations and on women^s expanding
role in ih6 work force. Unfottnitately, the Ohio State Center for Vocational and
Technical Education produced this niUt quite Independently of the ctfrriculiiin
development for the school-based career education model. Tho Center* has not
yet adapted it or any other materials like It for inclusion in career education
curriCnltittS. <
OlS and NIE should continue sui^rting the development and ^tsseminati^m
of materials to Lelp boys and girls understand iba right ot womeid^to e<{ual to^-
tionat opportunities and the tmderiylng causes of job dfscrimlnatjoiu At^tha eame
ttine, they should see that all model career education prograhis includa com-
ponents on the role of women in the workforce, r
85
III adaUloii, OE and NIK ahould focus development and dissemination resources
on ourrloulum and guidance materials *hlch encourage students of Iwth sexes
to explore n^w rol0S» and on teacher training materials which aloi to help
teachers avoid biases in their dealings with students. To assist educators, teach-
ers and citizens concerned about sexism in the present curriculum, OE should
disseminate a blbllographjr of unsex-blased curriculum materials.
RECOMMENDATIONS
Exptorini; yew kole9 for Women and Men
it We recommend that OB and NIE foster educational approaches which en-
courage children of both sexes to explore new roles. Specifically, we recommend
that:
(o) OE and NiE fund the development of educational and guidance
techniques and materials designed to encourage students to explore new roles»
particularly in educational areas wher6 sex discrimination is especially
strongi as In career education and guidance testing. ■ .
(6) OE support the development and dissemination of teacher training
materials on avoiding sex biases. In addition^ we recommend that OB and
NIB personnel training program guidelines be amended to encourage proj-
ects to include training In overcoming sex biases. ■
(c) OE develop and disseminate a bibliography of unsex-blased materials
appropriate for school use, especially at the elementary and s^ndary levels,
(rf) OB and NIB Insure that all model and exemplary career education
projects include instruction that explicitly addresses the problems of
stereotyped occupations and dispels myths about women in the work force.
SERVING women's S^ECUL NEEDS
No one should be denied an education simply because she— or hc^— has chosen
to raise a family.
. Yet, education is out of reach for many women with family responsibilities not
because of active sex discrimination— but because educational ln^tltutlons do
not provide the special services these women need to pursue education or
^"^cSf problei^is, alrea summarised In t*art I, ire not susceptlbie to en-
f6r<5ement nieasures, Tositlve^^ not j>unitlve action Is called for to; secure special
services and new educational improveme^ta compatible with thejse women's
needi'Wlth a mtAekt redl ration of resources, OB and NIB can do a great deal
td expand edu<kiional oppbrtunUles for w^
AcU<ni to Date
OB-NiB jpri^ratiis have supported scattered efforts to open up education to
Woixien with s^al needs J - V ' . ^ , ^ 4^ ^ »»1 ^
Th^ )iOD)e/commQnlty*biised career education modeli mentioned abotei will tiie
the mas$ i^edia to help unemployed adults In the home (chieily ieromeii); take
advant^i:6 of cbinmunlty. career educiition redources. KIB is now fUiidin|f the
moders devei^mei)t . ; ■ / ./ >v v » .
The AduU Edpcatlott Program offers i^rt-tlme basic edU<^Ation; Ope l^roject,
f'Arm^ihatr Bducitibh/' reaches into thfe hothe to niotivate prospective 6tudenit«
to take advantage of educational and other community resources.
Title 1 of the Higher Education Act supports Several ptt>iects seWn« womeh
seeking continuing education and training. Bight projects funded in Fx ld71
offered coimaeljtig serviced and (jk\\\ training to tromen refehlerinif the i*:6rk force,
tfoivever; these efforts:^tijaln limited, and projecta hav6 no^ bjeea evaluated for
their elf ectlvCiJ**^ In meetiiig wbwi^*^*3ne^^ , -
liocal school dlstricU have opted to use funds from several programs fpr spe-
. clal projects for school-aged parents. In additlctt, OB is lead agency Wf a stiitidv
Ing Interagency Task force on Comprehensive Prograins for scnOdl-^gCd Parr
ents, Wssloitt is to marshall Federal re^urceisj fo¥ teei^-flK^e pir^nts. :
OB and NIB can do much more tn using existing program resources to prbmote
expanded educational opportunities for w6men--and men— for whOu raising a
family create special difficulties. The two agencies, along with the Futfd tot Im-
provemeht of PostsCcondary Education, should act now on several frorits.
' i CA(M Car0,*'-<?ufreiittfi no 015 prograpw speclfl<?«ny ftothortte program ftnds
tor cUld (jaw, althptigh It U PQ(M|lbl^ that itome program fundi liuch a$ BSKA,
Title I* are auwortlng sttiden^ day care services at local optjpi ?itle I aid the
FoUoiif ajhrotjgh profinram will pay for babysitting costs i^eceesary for parental
parttclpatloH. but tW* Is the closest ,0B has come to actively offering the child
care assistance heeded to enable parents to participate in i^n agehcy program.
Spending program fnhds for child care Is not a new Idea. Most Of the Federal
poverty^riented training programs— Including WIN, Job Corps, JOBS/ Neigh*
; :borhood^Y^^ (Jareers, and the Concentrated Empioyv
ment Program-Hpermtt grantees to pay for trainee child care.
We urge that OU permit local projects to use program funds to help needy par-
ents shoulder child care mta on a sliding Income scale, either by providing child
Care services or through payments for such services. Although m don't eipeCt
this option would be Used widely, it would permit program staff to use fuhds for
that purpose should the heed arise, , ^
SenHni^ SchoolAged Parcnis,^E*B efforts on behalf of theisse young people have
. had several shortcomings. Iflrst, special projects funded by OB often segregate
pregnant students In special classes, whether or not they prefer regular classroom
Instruction: Second, In the program with the biggest stake In keeping school-
aged mother* in school. Dropout Prevention, only three out of 21 projects have
components serving pregnant students. Third, except for these three projects, OB
has not supported Interagency efforts to focus HEW resources on school-aged
parents by setting aside discretionary funds for that purpose. OB should assure
that Its Initial commitment to serving these young people Is carried wtjby Iden-
tifying specific program resources to be used. ^
ParHlme Studi^.^BecauBe OE and NIE programs mirror existing practices in
recipient Institutions and because program administrators may not appreciate
. the demand for part-time study, projects we assist "usually conform to tradi-
tional full-time education patterns. OE- and NIE-funded vocational and gradu-
ate education programs are mainly fulMlme.
OE and NIE can use their service and training programs as leverage to expand
part-time opportunities throughout the education system by re<iulrlng that all
such projects make provision for part-time students.
Recent changes In student aid legislation may make it easier for women to se-
cure an equal share of Federal student financial aid. P.Ta 92-^18 opened all stu-
dent aid programs to students attending school at least half-time. If this author-
ity is used, it could benefit women with children who seek higher education on
a part-time basis. Student aid officers may be reluctant to aid part-time students,
however, artd OB should encourage these ofi^cers to make full use of the new
authority.
Accommodating Other Programs to the Special S^eedi of Women.-^OE and NIB
i^hould identify women wishing to continue education or training as a special
target group in programs currently serving adults : not only li^ adult education,
but also in personnel training, manpower training and p<tttaecondary education
programs* Women with family responslbjlities have been ^rgely excluded from
these programs, and only a visible emphasis on projects serving their needs is
likely to produce different results.
Two new program authorities are particularly well suited to reaching this
p6putQtiOn;|>.L. d2-81S authorleed the creation of Educational Opportunity Cen-
ters serving low-Income areas, tp provide Information on student financial
help in applying to institutions of postsecondary education^ counseling ahd
tutorial services. For women cutoff from the usual sources of information and
advice on student aid opJ)ortunitlea, there centers could be an Invaluable source)
of ittforInattOB^ Jthe satiae law also Au.thorlates a ten percent discretionary set-:
aside of the HBA Title l Ck»mmunity Service and Ck>htlnuiiig^^^^^
i ::: gram for snecial projects exploring JSOlutiOK* to problema of iS^aJ charige. T^
fri^s should >e targeted on deraloplng moael programs for wonicn ret\irnlng to
v,^ ^ edu<iatlonaiad,w^ v.,;, ,^:V ^;.V' v^:^':':^-; ;
The OflSc^ of t*ubUc Affairs pr(^i3$ for disiseminattag information to the
public on priority educati6h issues could be extremely uSefnl In reacMng woineu
In the home WJth relevant information oii education and tj^ainlng. t*oi^ example,
OPA has been mstrlbntlng '•45 1?ecbnlcal Careers tou Can J^rh in 2 tears or
4 v i teas*' aa part of il ear^ education effoH. 1*e Office can use al^ techhl<iuei
to reach Wotnenr^with <nformatl<m, for inHance, about sti|deht aid and about
e^^ tM tirp^ of occupations now opening up to women. The Wo^^^^
Bureau in the Department of Ubor has put out an excellent Series of pamphleta
87
aeslgnea to do Just that (''Why not be an Knglneer? ') ; such mat^rlalg could be
used in an OB information campaign aimed particularly at youoger women.
if^inally, experimentation with entirely new approaches to educatlim re^pon-
siTo to life stylea of women raising families is sorely needed The home com-
munity-based career education model is ono step; others are needed to tneet the
needs of women getting an academic education of various kinds. The Fund tor
the Improvement of Postsecondary Education, NIB, and OK have complementary
responsibilities for fostering major educational change. They should fe working
together to see that education begins to serve the long neglected population of
women who want both a fatuity and more education.
RECOMMBKPATIO^^^-' ^ - ^
Child Care a^id Serving SchoohAged Parents
ja We recommend that OE, XIB encourage educational Institutions to pro-
vide opportunities for parents raUlng children to pursue their education. Sbe-
ciflciallv, wereconunend tna^.: <^
(o) Day care b0 n^ude an allowable cost in all programs (Including con-
struction program^) serving people of child*bearlng age. 0& should recom*
mend new legislation where program guidelines cannot accomf^lsh this.
(h) OIQ set aside at least two million dollars from discretionary monles^
for projects to support the work of the Interagency Task iForce on Com^
prehenslve Programs for School- Aged Parents.
Pert-Time &tud}f
10, We recommend that OB and NIB promote part-time study opportunities
for women returulag to education. SpeclflcaUy» we reconunend that :
(a) OB and NIB Insure that |>art-tlme students are admitted to projects
funded under postsecondary mid other programs* serving adults, OB) should
recommend legislation to accomplish tbls where it cannot be achieved through
guideline changes.
(6) Stuijent aid program guidelines urge institutions U> OMike Federal
financial aid available to half-time studente in proportion to their (^rollment
in the studeht body.
Acconwiodating Other Pr6gn$m$ti> ih4 Speoial 'Seedn ofWmen
20. We recommend that OB and NIB guidelines foir ptograpiiB aimed ftt adtdia
state that projects serving women wishing to continue ti)^r edueiitti^h h^^f^n
special consideration tn additibn, tite Edueatlo:^al Opp(>rtimity Centers estltb-
llsbed under P.L. should Identify this population as a special tairi^et group,
and Title I of the Higher Education Act should use its dl3cretlOhliry ^t-a$lde to
fund model programs serving thU group.
21* We recommend that the Ofifee of Public Affairs undertake ii ptiblic ^e^lce
information campaign publicizing hew opportunities tdf women 1a ^ucatlon
throngh radio lind television spots as well a$ through printed tttaUrials, For
example, suggest that ; »
(a) OK make use of the excellent materials already developed by the
Women's Bureau at the Department of Labor to ehcourage young women to
enter male^ominated professions, and cooperate with the Women's Buroau
In developing new materials.
(b) OB direct information on student fihanclal aid to A^omen in the home
who plan to return to education or employment training after several years'
absence.
22. We recommend that OB, NIB and The Fund for the Improvement of Post-
secondary Education experlqient with new educational approaches with $l poten*
tlal for expanding opportunities for women in both academic and vocational
education.
BUILDING OUB STOBE OT KNOWLEDGE OX WOMEN IX EDUCATXON
At the national level, OE and NIE bear chief responsibility for building our .
store of knowl^ge about women In education in the United States, between
them, the two agencies should be gathering national statistics on the status of
women as students and employees In the education system', evaluating the Impact
of OE and NIE programs on women and supporting research on sex role
developmlent and sex discrimination.
88
^ CoU^U<>i) and disseintuaUon of educational statistics have been part of OE's
baslo migsdate 8inc0 Its creation in 1S87, >VJth the enactment of the Cooperative
Beaearcb Act» OB also took on responsibility for supporting research and devel-
opment in education. This year OB turned responsibility for educational research
and development over to the Nat jonallnstltute of Education* .
CcUectinQ Jnfomoiityn *
With respect to collecting Information on women, OB has not fulfilled its oldest
mandate. Despite growing concern about sex discrimination, Information compar-
ing the status of men and women in education is still limited. Few national
statistics have been collected to supplement piecemeal information On sex dis-
crimination that has come to light In recent years. In addition, OB has gathered
only scattered Information on the status of women In Its own programs.
Accurate information on women in educational is essential to education policy
makers and Interested cltlsens in determining the esttent and degree Of sex dis-
crimination supported by our educational institutions. In turn, agency officials
will And it dlffcult to Identify and overcome sex discrimination in their own
programs without accurate Information on their Impact on women.
SaUomt 6iai{$Uc^.-^QK does collect a wealth of national statistics on educa-
tion, most gathered by the National Center for Bducatlonar Statistics (NCES),
Will find It difficult to identify and Overcome sex discrimination In their own
paring men and women, so that now 26 out of 55 of their surveys collect data by
sex.
While it Is encouraging that NOBS is beginning to recognize the need to
Increase Its store of data by sex, these efforts will not satisfy the need for infor-
mation on women In education. Data on the salary, education and employment
histories of statt In elementary and secondary schools need to be collected by sex,
as well as Information on the number of single sex vocational schools. These
are Just two examples : information on comparing the pfirticlpatlon of males and
females throughout the education system Is needed to improve our ability to
assess progress toward equality for women.
Adding new sex breakdowns to current surreys wlU cost money and demand
more effort from our educational Institutions. How*3ver, this is a small price for
Information which is essential to solving basic Ineaualltles between the sexes.
Proffram Daia,-^OB and NIB do net systematically collect statistics on the
impact of their programs on men and women. Many programs collect no data on
the number of participants by sex, even In areas where sex biases may be
expected, such as in several of our vocational ed;!vatiOnal programs.
In addition, programs which accept applications from individuals, such as
fellowship and student aid programs, collect no data on the nun^ber of applicants
by sex« Nor do they record the amount of award by sex, despite the BTS finding
that women do receive smaller awards under student aid programs.
Information on women In the administration of project grant programs Is even
harder to come by; programs rarely have data on project staff below the level
of project director by sex. In facti a sex breakdown on project directors them-
selves can only be obtained by counting male and female names, a highly unsci-
entific method. Hie situation Is similar In State grant programs; us? ally only
the State program coordinator's name is known; data on the proportion of
females on the State staff are not collected.
Besides collecting basic statistics on women In agency proems, OB and NIB'
should begin to use formal evaluations to assess progam impact on women.
Many of OB*s evaluations do collect data by sex, since evaluatora expect pro-
grams to have different effects for male and female participants.
However, when evaluators find differences In a program^s effect On niales and
females, they do not explore the reasons and can offer no advice to administrators
on changing the program to balance its effect on the sexes.
This fail, the (Mce of Bducation and the Department of I/abor are co<;^ratinf
on an evaluation of MDTA training programs on worn en« The study is designed
to examine the effectiveness of MDTA in preparing women for entry and reentry
Jobs in tbe labor market. It will serve as a mode) of the thorough evaluations
we should be funding on the effectiveness of OB programs in meeting women's
heeds. It will analyse sex stereotyping in the training courses, obstacles to
equal 0]H>ortunIties for women and means of expanding opportunities for women
in the program.
80
Slmtlat fitmllw on other OH programs would be f?tr^>»e^ly helpful. We w^^^^
partl^alaty encourage the Office of Planning, Budgeting and Evaluation (OPBK)
to tma follow-up and longitudinal studies shoivlng the long-range Impact of
pr^grAms on 1^'Omenitnd men<
Rekdrch Siudies
On the whole, OB has supported little research shedding new light on problem*
of inequality between the sexes. Studies have been funded more by accident thaw
conscious policy. A few researchers have requested funds for feraall studies ana
h(ive been fuiide<l» l^ut OB has made no effort to assess the need for research in
this Area and io see that It gets done, w « ^ *
The one major study to date was funded by the Office of the Secretary but
administered by OB: a study on '^barriers to Women's Participation in Post-
secondary Education.'* StUl in the pilot phase, the study has run Into a number
of difficulties and has been delayed a year» Unfortunately, the present stcdy
design does not provide a control group of men, so that the study cannot produce
Information comparing tho needs of men and women. ' ' ^ .
As we noted earlier, a great deal of research must be done to lay the solid
groundwork for long-term progress towards equality for women. OB should
build on the work already begun in the "barrieni" study, Wo do suggest that a
male control group be added and that OK undertake a similar study oa the
educational problems of women who are not high school graduates. ^
NIB must take the lead in focusing rest-arch resources on the problem of
Inequality between the sexes. In authorizing the new Institute's creation, Con-
gress spelled out its foremost concern: providing "every person an equal oppor-
tunity to receive an education of high quality regardless of hia race, colon
religion, sex. national origin or social class,"-* As Congress recognized, unequal
opportunity for women is among education's most serious problems. We urge
N'lB to heed its mandate to deal with the problem by undertaking a coordioated
research and development effort aimed at improving opportunities for women.
As part of that effort, XIB should be sure to explore the impact of schooling on
sex-stereotyped career goals and the extent of sex bias In guidance testing.
Reportini; and JDtmmimHni; InfonnaUon
Building our Information store on women In education will have limited Impact
unless OB and NIB begin to report and disseminate that information much more
effectively than they do now. OB does not report or disseminate the Information
it now has on women In useful form— either national education statistics or data
on how women fare Under OB programs. As a result, the information we do have
is inaccessible both to education policy makers at all levels of government and to
the concerned public, ^ ' ^ ^
Both national statistics and evaluation results comparing males and females,
when collected, are scattered throughout long reports and difficult to find, \yere
OB to collect sex breakdowns on teaching staff at all levels In education, given
the way statistics are reported now, ono would need to refer to three separate
reports to compare women's participation at all levels. The time lag between
data collection and publication Is another problem: the Office for Civil Rights
has to collect its own statistics on minority enrollments In institutions at all
levels since XCES coult* not guarantee to make dr\ta available the same year
^Mn^only^'one area of reporting— BRIO, the information retrieval system for
research reports and other education documents— has an attempt been made
to report materials on women in a useful form. Several BRIO categories (de^
scriptors) used to call up information apply to women, Including a new one on
women's studies. BRIO clearinghouses have compiled several bibliographies and
research reviews concerned with women. The higher education clearinghouse
has put out a report on women's rights on the campus; the clearinghouse on
the disadvantaged just released a bibliography on women's educational and career
roles. These efforts will be most helpful and we urge BRIO staff In NIB to press
eleailnghouses to produce more of the same. ; .
To Improve reporting and dissemination of existing Information on men fttid
women In education, we urge several steps. KCBS should begin to publish com-
parative statistics on the sexes as separate reports j It should also devote special
» Section 405(a)(1) of tbe'Geoertl Bdacatloo ProrUlont Act, a» ^tteaded by Sectioa
a01(*)<2).P.L.W-SlS,
90
Bwjtlons of its lairget reports to date by sex. Program and evaluation data, on
women iix OE |;>rograms should be btgblighted in separate sectioas of program
and eTaluatlon reports. Fiuallyi NIE's dlssemlnatloa sta(f 8b<>uld make women
and sex bias a maJor focus of the targeted comtnnnlcations program, wblcb
summarUes research on a subject for wide distribution within the education
community,
^ We recommend that NCES amend its present surveys to collect the follow-
ing data by sex J
(0) A breakdown by sex for elemetitary school pupils in each grade, to
be added to the pLSBOlS State Fall Report on Staff and Pupils,
iP) Secondary school subject area ehrollmenU by sex» to be added to the
DLSGOIS Surrey of Secondary School Offerings, Enrollments and Cu^
rlculum Practices .
(o) All data on elementat-y school i[>rinclpal8 and 6n the number of
specialists by sex, to be collected In the Belmont Elementary School f^orvey*
This surrey*s ^ncstlonnalire on teiSkchcr chai^Cteristlcs IS thorough and should
be used as a model for collcciiog iui • nation Isolating sex as a variable.
Data bjr sex in characteristics of all school staff aife need^ to
deteriiJlne whether wonieh ;t>matci^t lower positions with lower pay despite
e<;iulratetit or better quaUdcatlons thap the male staff*
( d) Secondary school staff and principal d/^^ta by sex, to be coUelcted In the
Belmont Secondary School Survey* We urge that the siaff and school ques-
tionnaires be expanded to collect by ^ex t^e same information as the Ele-
mentary School Survey collects on elemenjtary school staff (e«g.| salary, years
of teaching exj)erienc^, degree eamedretCi).
KoTic-^No data on characteristics of teaching or admlnistradve staff in
secondary schools ate currently collected at aUi much less by nisix, so that 0!B
has no Informatiotik on the status of women in secondary schools,
(e) the number and salary distribution by sex of tenured higher educa-
tion faculty, to be added to the HEOlS ]Bniployees In Higher £}ducaUon
sumy< in addition, NCM should m^ke an effort to provide BflOIS salary
data t6 OOiK in a tlodeiy fashion for use in enforcing Title IX and Bxecutive
(/) The age distribution for men and wome?n by field apd degree conferred,
to be added to the ilEOlS Earned Degrees ahd Other Forinal Awards Oon-
-•■■ferred surrey^' - r---^'?
NoTK,-r-Such dat$ would indicate the extent ^0 which men io4d women
tnterruj>t theii' edtK^tion and at what age, and will provide an ^:^timate of
• the length of iAterruptlon by level and academic field.
(» Eni^oilment data for a<iult and continuing ^ucatifu by sex to be
, collected in th^ Adult and Cohtiilulng £jducatlon in Instiluilons of Higher
Education survey. ^ r
(^) All data on adult ba&ic education staff and participants to be col-
lected in the Aduit Basic Education survey (ba^ed on the annual reports
, submitted by States).
U) Vocational education enrollment data by sex for each Institution to be
collected In the Vocational Education Directories.
KoTEi,-^these data would indicate what types of vocational schools (in*
eluding area vocational schools) operate as single sex institutions.
</) Data by sex on library staff by level to be collected in the library and
museum surveys (Public Liorary Survey, Federal Library Survey, Museum
Survey and School Library Survey).
Program Data
^4, We recommend that OE and NIB collect and report to the public basic data
on all progra ms by sex. Specifically, we recommend that J
(0) Programs serving a student clientele collect program participant data
by sex.
(6) Discretionary programs collect and update Information on. sex and
salary of top project ^taff aiiarterly.
KoTR— All staff Itiformation could be collected by the PGIS syste^^, On the
procurement cover sheet (PCS). No commitment action should be made until
all information ij entered.
91
(c) All programs prepaid descrtptive summaries of projects designed to
improve educational opportunities for women.
(d) Fellowshtp and training programs collect data on tha number of ap-
pUcanta by sex.
(e) The student financial aid programs should collect data on the amount
of aid and number of graiats by sex. In addition, data \>y sex on the guar*
anteed loan program should include the number and amount of loans recom*
mende<l by student financial aid ofidcers.
Nom— Under P,L, 02-318, student financial aid ofilcers for the first time
must certify the amount of a student's financial need before a bank can make
a g\]aranteed loan,
Evaluation
25. We recommend that all OE- and XIE-sponsored evaluations Include analyses
of the presence^ causes and Impact of sex discrimination In each of the program
or educational areas being studied. For many program areas, particularly
fellowship and training programs, expanded follow-up studies of participants by
sex will be required.
Research Studies
26. We recommend that OE and XIE support a series of studies on sex role
development and sex discrimination in education. Speclficallyi we recommend
that:
(a) NIE review existing research on the development of sex roles and self
Image and support a series of research and development efforts designed
to fill the gaps In current knowledge of this topic.
(6) OB or XIB support a study on how the attitudes of counselors, teach-
ers, administrators, parents and peers affect career plans and expectations
of women and men, with a separate analysis of sexism in guidance tests.
(0) The full-scale study resulting from the pilot study, Barriers to Women's
Participation in Fostsecondary Education, be broadened to Includo a repre-
sentative sample of males as a comparison group* v
(d) OB support a study of the barriers female and wale non-high school
graduates face In acquiring additional education and training.
Rcp<^rtino and Dissemination Information
27. We recommend that OE and XIB expand efforts to report and disseminate
information on women In education* Specifically, wo recommend that:
(a) NCES publfBh, at least annually, special mini-reports and projections
on the relative status of women and men in education, both as students and
employees. In addition, NCES' regular reports should include separate chap-
ters comparing data on men and women*
(h) Program data appearing In annual reports include participant data
by sex. .
(c) OPBB and ita equivalent In NIB include in their evaluation and
planning studies special sections on the impact of programs on the sexes*
MJTTINO OUa OWN HOUSE IN ORDER
The recommendations found in the preceding pages touch upon some one hun-
dred 0E» and NIB^dmlnistered programs. These cannot be Implemented effec-
tively, nor can a long-term commitment to equal opportunity for women be
sustained without some important management adjustments in OB and NIB.
lasting changes are unlikely unless —
agency heads make it clear to staff that educational equality for women has
priority status and that funds will be committed to fostering it,
program staff themselves are educated about sex discrimination*
a permanent women's office staff monitors changes and explores new
strategies*
women and nien share equally in agency decision making.
Equality for Women as a Priority
Equality for women in education should be Identified as a priority at the
Assistant Secretary or Coi imissioner/Dlrector level, with recommended action
steps carried out through the Operational Planning System or Its equivalent at
NIB,
02
Putting equal opportuJilHos "up tronV as an agency priority Is the key to the
Assistant Secretary's leadership. As a major civil rights Issue affecting over half
our population, e<iual opportunity for women Is as pressing and Important as
current agency priorities.
Throughout the agencies, the task force found little understanding of the educa-
tional inequalities women face and ttmlted awareness of the Assistant Secretary's
concern. Since program officials do respond to top*level priorities, a forceful man-
date from the Assistant Secretary and from the agency heads Is essential. Unless
e<iual opportunity for women is made a priority, neither agency is likely to sus-
tain major changes. In addition, several programs that could contrlt^ute (e.gt
public affairs and targeted communications) deal only with priority areas.
Through OR*s Operational Planning System, the Deputy Commissioners rpeclfy
and report on steps to Implement goals reflecting the Commissioner's priorities.
Presumably, NIK will develop its own system for tracking obiectlves. Given the
number and extent of changes we believe OE and NIE should make, a formal
system Is needed to articulate and track objectives concerning equal opportunity
for women.
It Is unlikely that a significant amount of resources will be devoted to projects
aimed at improving opportunities for women without specific commitments by
the Commissioner and the Director of NIB. Specific program funds should be
targeted on advancing women In educational administration; on developing un-
biased curriculum and guidance materials ; on breaking down occupational stereo-
types; and on building opportunities for those returning to school or work. Since
Title IX of p.L. 92-318 amended Title IV of the Civil Rights Act, funds should
also assist sex-segregated schools In desegregating.
OE and NIB should not simply fund projects offerii-g special services to women ;
they should focus program resources on projects exerting leverage for change In
the way the education system Itself treats women. Basically, women suffer unequal
treatment In education — not through some fault of their own — but because of
discrimination and Infiexlbllitles within our system of education. Projects ad^
dressing that problem directly will be the most significant ones In the long run,
and program staff should consider that when deciding how agency funds can best
serve women.
We decided against recommending specific legislation such as the **Women*8
Education Act** (H.R. 1'I451)« which authorises funds for research and demon-
strations, curriculum development, tests, guidance programs, teacher training and
so on. AH of these activities are badly needed, but could be supported under exist-
ing legislation. HEW should take the initiative on this Issue, rather than wait for
a specific authorization. in the end, HEW does not commit existing resources
to promote educational equality for women, women's rights organisations will be
Justified in pushing for legislation to accomplish this.
Staff Education
'Tve spent a lot of time in universities and I know there isn^t any discrimina-
tion there." If our conversations with program staff Indicate prevailing attitudes,
OE and NIE statt are generally unaware of sex discrimination in education. Few
people knew about Title IX and few knew that Federal contractors are forbidden
to discriminate In employment.
Although sex discrimination in education has only recently attracted attention,
OE and NIE can no longer afford to be Ignorant or unconcerned. Sex discrimina-
tion In education Is virtually universal and deeply entrenched. Now It Is also
Illegal. Agency personnel must understand both the nature and effects of sex
discrimination and their responsibilities under the antidiscrimination laws. They
should also understand that personal prejudices against women may Influence
program decisions.
Women't Action Office and Adviion
The Commissioner and NIE's Director wlH need a continuing assesment of each
agency's progress toward equal opportunities for women as well as advice on
necessary next steps to follow, llie OB Federal Women's Program Coordinator
shoulders some responsibility for OE programs, but as the equal employment
officer for women, she must devote most of her energies to Internal employment
problems. She has not been given the staff she needs to do that Job in depth,
much lees tak>} an active role In program policies affecting women.
OE and NIIl should each establish an ofl^ce to oversee efforts to secure oppor-
tunity for wonen within the agencies and In education at large. These offices
n^ust have the responsibility, the authority and sufficient staff to do the Job.
They must also be concerned with sex biases in agency employment, since Internal
93
cli$crlm!tiatory practices affect program policy decisions. These offices should aUo
function as a cteaHngbouse on discrimination against women.
To supplement the work of the Women's Action Office, each deputyship in OB
ana equivalent unit in NIB should have Its own Advisors. Since the Women's
Action Office would provide a strong and active focus for women's equality, It
will need coDtinutng sources of information and assistance on employment and
program developments throughout the agency. The units In OB and NIB will also
nee4 easily accessible advice and assistance to help them define and assume their
spedflc responslblUtlefl to women, Women's Action Advisors, representing all
grades and the various minorities, would serve both functions.
Women and Bduoaiional Policy Making
Our mandate has been to define the impact of our programs on women outside
the agency. We have not studied the effects of OB and NIB employment prac-
tices on women, nor do we feel Qualified to make specific recommendations.
However, decision making in the Division of Education is thoroughly dominated
by men : with rare exceptions, line decisionmakers from Assistant Secretary to
branch chief are men. While one does not have to be female to care about equality
for women, an agency essentially run by men cannot be expected to demonstrate
sensitivity in assuring equity for women in Its programs. The agency's effective*
nesa in promoting opportunities for women throughout education will be under-
mined if it does not begin to practice what it preaches.
Ofice 0/ EdupcUon Policy il/alt^r^.— While the average grade for women In the
Office of Education Is OS-7, the average grade for men Is a whopping GS-14.
Women in OB are :
M percent of the employees ;
18.8 percent of those in to OS-15 ; and
5.7 percent of those In GS-16 to GS-18.
The following table indicates the disparities :
orricc or education mi^mi wortssiONAi STAfF, (^mi% ta to is, ocr 30, \%n
Gridt T0UI mn wom«n womin
Tout
Nunib«ro(
men
women
4
0
II
2
M
^%
474
387
ij
417
307
no
J 4 4 0 0
? U II 2 IS
I
Nor has the situation improved over the last few years. Over a year ago,
another OB task force r^rted on employment biases against women— tangible
gains have not followed* A few women have been brought in to head small program
or staff offices, yet dozens of extremely competent mld-letel women continue
to be passed over for supervisory and decision-making positions.
Affirmative action goals for women have been set so low that they do not even
compensate for normal attrition. In the face of a goal to add 18 women to
grades 13-15, the record shows a net loss of six w*omen in these grades between
July 1, 1971 and September 80. Id72.^^ Even if there were not attrition and the
agency hired only women in OS 18-16, at the rate of 18 additional women a fear
it would still take 40 years to bring w*omen to one-half the employee's In taesa
grades.
The affirmative action system has no teeth~-superv;sors are not held account*
able for progress in equal employment. Most delectirg officers go through the
motions of the merit promotion procedures : women are frequently candidates
for senior-lerel jobs, but rarelv the Anal choice.
Tight budgets and hiring freezes notwithstanding, the agency has hired from
the outside. Men continue to be hired at higher levels than women. For example,
11 senior-level professionals were hired in a 4-month period this year: 7 men, 4
women* All the women w*ere hired at GS-13, lowest step; three of the men were
hired at OS-14 and 03-15; a fourth at QS-18, step 8; and the other three wer^
OS-13. step 1»
1* Otflcfr of EddcttiOQ. "Ciecutlre St&tos Rep<>rt," Lerel 1 (October 197ft), p. 6.
94
}faUonal inBiiiuie ofBducatton Policy Jl/oA:cr<.— Proportions of women Inaenlor
levels are no better at the National Institute oi Education.
NATIONAL INSTITUTE Of COUCATION FUU-TIMK PfiOFCSSlONAl $TAFf, Of»AO£S 13 TO 15. Oil. 30. IVt
^ , Nurtib^fOi Nymblfof ^ifC^ntm
I
1
Note.— A« of October 80, 1072, no supergrades were on bodrd o» regular SlE
employees.
AU of the five supergrade employees (Gy-16 to GS-18) detailed to NIE as of
October 30 were male. Aa this report U completed, MB Id stafllr.g: up to full
operation. The Institute has Us best opportunity right now to right an already
serious imbalance In decision-making positions. If hiring continues to favor men
at the top levels, however, a Was against women will be built Into the structure
for some time to come.
Special PcUcv Po9(tion9.^tot special policy positions— on advisory councils,
task forces and review panel^the Office of Education's record Is Just as poor^
OB has 22 advisory committees with a total of 85S authoriied positions. As of
October 30, 1912, only 68 (28.4 percent) of 204 current appointees are women.
For the 16 councils appointed by the Secretary, membership overall is 30.7 per-
cent female. For councils appointed by the President, women are only 26 percent
of the members. Although HEW has set council goals for women, recent appoint-
ments continue to show the same imbalances.
The record of participation by women on internal agency task forces Is no
better. Few are chaired by women. In the Bureau of Higher Education, for
example, onlv 2 of the 10 new task forces created In the early summer of 10T2
were chaired by women. Of 04 participants appointed In June, only 10 were
women.
Field readers play a major role in program decisions, since they review and
assess project proposals. Of 62 programs which reported using field readers, tn
only 16 w^re women at least 26 percent of any review panel. This is f)articularly
inexcusable in areas of education where women are plentiful. The selection
Pi*oceS9 for field readers and consultants may explain the Imbalances: wide-
spread use of personal contacts among the predominantly male staff and Informal
advice from male-dominated professional associations precludes an even chance
for women.
Another form of discrimination among these peoiile {9 In pay. While field
readers receive a standard fee for their ^work, consultant compensation li
flexible and compounds the effects of past employment discrimination for many
women. Since consultant fees are often gauged to past salary and title, women
who have been denied equal advancement opportunities are paid less than men
whose professional lives bear no such handicap.
Women are a majority of the general population and 40 percent of the work-
ing population. Increasing numbers of women with life-long occupational aspira-
tions are entering the work force as professionals. Yet in the education agencies,
dedsion-maklng continues to l>e monopolized by men; women generally stop
advancing at GS-12 or OS-13.
The Office of Education and the Xotlonal Institute of Education have the op-
portunity to exert leadership In affording women an equal chance—through their
Influence, through their Initiatives and through their programs. They must begin,
however, by putting their own houses in order.
RECOMMENDATIONS
EQuaUtU for Women q$ a Priority
2S. We recommend that equality for the sexes in education be declared an
official priority of both OB nnd NIB. In line with that priority, we recommend
that:
(a) Implementation of recommendations he traced through the Opera*
tional Planning i?ystem at the Assistant Secretary or Commissioner/Director
level.
ERIC
95
(6) At least 10 p^ncent of the appropriations for the following programs
be spent on projects which make a special contribution to equnl educational
opportunity for women i
Education ProfastnnB Development Act, Parts D^Eand P Education for
the Handicapped Act, Part D
Funds could be used in projects which advance women in school ad-
ministration, train teachers to avoid sex bias, train administrators ou
Implementing Title IX and train teacher trainers to sensitize teachers
to sex bias.
Biffher Education Act, Title II
Funds could be used In projects which advance women In library ad'
ministration, support workshops on urisexbtasc I materials and assist
librarians in building collections relating to women's rights and women's
issuer.
Vocational Education Act, Parts 0, D and I
Funds could be used in projects which study the obstacles to women*8
full participation in all areas of vocational education, demonstrate ap-
proaches to breaking down sex stereotypes In vocational education and
develop curriculum materials which counteract career sex stereotypes,
Fund for the hnprcvemcni of PoBtsecondary Education
Funds could be used for experiments with new* forms of education
with a potential for expanding opportunities for women returning to
education and training after several years' absence,
Civil Rights Act of mi Title IV
Funds would be used to assist sex-segregated schools in desegregation.
Siaif Education
29. We recommend that OE and XIE undertake to educate their ow*n staffs to
avoid sex bias in agency operation and program management. Specifically, we
recommend that:
(a) Briefings for all supervisory staff be conducted on the Implications
of Title IX and other sex discrimination legislation for OE's atid NIG's
program operations.
(b) OE and Nlfi arrange for training progitims to create employee aware*
ness of sex biases and their Influences on the actions of employees.
Women's Action Office and Advisors
80. We recommend that both OB and MB establish a Women^s Action Office
to see that steps to Improve the status of women Ijoth Inside and outside the
agency are carried out smoothly and exi)edltlously. Specifically, we recommend
that:
{a) These offices serve as a continuing source of advice to the Commis-
sioner and the Director on progress towards that goal and on new steps
needed to help \vomen secure equality in education and in the Federal educa-
tion agencies.
{b) These offices report directly to the Assistant Commissioner for Spe-
cial Concerns and an official of equivalent stature in NIB and absorb the
functions of the Federal Women's Program Coordinator.
(c) The following organization for the Women's Action Office be developed :
31. We recommend that both OB and NIE convene an ad hoc committee by
advertising for people Interested in helping In the seJectlon of the Director
and Associate Directors of the Women's Action Offices. These ad hoc com*
mittees would be no more that? 15 members, elected from among the original
volunteers. These committees would draw up criteria for the selection of the
Director and the Associate Directors and identify and recommend candidates
to fill those positions. Upon final selection of candidates by the OE Commis-
sioner and NIE Director, the responsibilities of the ad hoc committees w*ould
terminate.
We recommend that Women's Action Advisors be designated throughout
the agencies to link program policies and employees with the work of the
Womefl's Action Office. Specifically* we recommend that ;
ERIC
06
(a) On a continuing basis, Advtsors work with the Women's Action
Office In carrying out their mission throughout the agencies by recom-
mending priorities for action, reviewing program and employment ac*
tivltles affecting women and keeping communication channels open be*
tween prog^'^m officials and the Women's Action Office.
Ih) Advisors be designated by the Directors of the respective Women*s
Action Offices.
(o) Advisors be regular employees, released part*tlme from their regular
duties.
(d) Each OK lAeputyshlp and equivalent in NIK have at least two Advisors,
one for Internal employment and one for programs. OK should hove one Ad-
visor concerned with employment for evety 200 people In a deputyshlp, with
the Office of the Cottimtsslonet combined with the Deputyshlp for Develop-
ment. OK should have one Advisor concerned with program policy for every
200 people In the three program Deputyshlps and one Advisor for the two
&taff Deputyshlpe. According to OE's current staffing, that would make a
total of 24; NIK Advisors would be chosen In a comparable manner.
Special Policy Positions
S3. We recommend that OK and NIK substantially Increase the proportion of
women advising on the operation of OK programs, Specifically* we recommend
that t
(o) All NIK and OK recommendations for advisory councils and special
commissions aim to bring the proportion of women on each to 50 petcent.
( b) The same goal be set for the appointment of women to program review
panels, Outside evaluation teams, technical assistance personnel and con*
SUltants. Bureau chiefs should be responsible for approving these appoint*
menta to see that goals are being met. In addition, OK and NIK should adopt
a standard fee for compensating consultants, regardless of salary, experience
or other considerations.
(0) Task forces be approximately 60 percent female. OK and NIK staff
should avoid defining criteria for task force membership so that a predom-
inance of men must be chosen. Bureau chiefs and Deputies Should review
and approve task force membership to see that goals are being met
id) Bureau chiefs and Deputies report quarterly to the Commissioner of
Education and to the Director of NIK on the male/female makeup of all
review panels, outside evaluation teams, technical assistants, consultatits
and task forces.
APPKNDIX A
BELECTtD Laws PEBTAII?I^fO TO BtX DlSCBIMtNATlO^t
tPXraUO LAW 62'SIS]
TITLE IX— PROHIBITION OP SEX DISCRIMINATION
8BX DlSCaiMtNATIO:^ FaOHIBITED
SixJ. 001. (a) No person In the United States shall, on the basts of sex, be
excluded from participation In, be denied the benefits of, or be subjected to dls-
crimination under any education program or activity receiving Federal financial
assistance^ except that :
(1) in regard to admissions to educational Institutions, this section shall
apply only to institutions of vocational education, professional education,
and graduate higher education, and to public institutions of undergraduate
higher education ;
(2) In regard to admissions to educational Institutions, this section shall
not apply (A) for one year from the date of enactment of this Act. nor for
six years after such date In the case of an educational institution which has
begun the process of changing from being en Institution which admits only
students of one sex to being an institution which admits students of both
sexes, but only If it is carrying out a plan for such a change which is approved
by the Commissioner of Education or (B) for seven years from the date an
educational Institution begins the process of changing from being an Insti-
tution which admits only students of only one sex to being an Institution
which admits students of both sexes, but only if it Is carrying out a plan for
ERIC
97
8uch a cbanKe which i9 approved by th^ Commidloner of Education, which-
ever is the later;
(9) this section shall not apply to an educational institution which is con«
trolled by a religious organisation if the application of this subsection would
not be consistent with the religious tenets of such organization ;
(4) this section shall not apply to an educational institution whose pri-
mary purpose is the training of individuals for the military services of the
United States, or the merchant marine \ and /
(5) in regard to admissions this section shall not apply to any public in*
situation of undergraduate higher education which is an institution that
traditionally and continually from its establishment has had a policy of
admitting only students of one sex.
(b) Nothing contained in subsection (a) of this section shall be interpreted
to require any educational institution to grant preferential or disparate treat-
ment to the members of one sei on account of an imbalance which may exist with
respect to the total number or percentage of persons of that sex participating
In or receiving the benefits of any federally supported program or actlvltyi In
comparison with the total number or percentage of persons of that sex in any
community, State, section, or other area; Provldcdt That this subsection shall
not be construed to prevent the consideration In any hearing or proceeding under
this title of statistical evidence tending to show that such an imbalance exists
with respect to the participation in, or receipt of the benefits of, any such program
or activity by the members of one sex.
(e) For purposes of this title an educational institution means any public or
private preschool, elementary, or secondary school, or any institution of voca-
tional, professional, or higher education, except that in the case of an educational
institution composed of more than one school, college, or department which are
administratively separate units, such term means each such school, college, or
department
FEDERAt ADMIKI8TRAT1VG EXFOBCEMENT
Sec. 902. Each Federal department and agency which is empowered to extend
Federal financial assistance to any education program or activity, by way of
grant, loan, or contract other than a contract of insurance or guaranty, Is author-
ized and directed to effectuate the provisions of section OOX with respect to such
program or activity by Issuing niles, rec^lations, or orders of general applicabil-
ity which shall be consistent with achievement of the objectives of the statute
authorizing the /Jnanclal assistance in connection with which the action is taken.
Ka such ruV, regulation, or order shall become effective unless and until approved
by the President, CompMance with any requirement adopted pursuant to this sec-
tion may be effected (1) by the termination of or refusal to grant or to continue
assistance under such program or activity to any recipient as to Whom there
has been an express finding on the record, after opportunity for hearing, of a
failure to comply with such requirement, but such termination or refusal shall
be limited to the particular political entity, or part thereof, or other recipient as
to whom such a finding has been made, and shall be limited In Its effect to the
particular program, or part thereof, in which such noncompliance has been so
found, or (2) by any other means authorized by law: ProvldeA, hovcevett That
no such action shall be taken until the department or agency concerned has ad-
vised the appropriate person or persons of the failure* to comply with the require-
ment and has determined that compliance cannot be secured by voluntary means.
In the case of any action terminating, or refusing to grant or continue, assistence
l^use of failure to comply ^jth a requirement Imposed pursuant to this secti<m,
the head of the Federal department or agency shall fite with the committees of
the House and Senate having legislative Jurisdiction over the program or activity
involved a full written report of the circumstances and the grounds for such
action. Ko such action shall become effective until thirty days have elapsed after
the fi'ing of such report.
JVDtCIAt ftCVIfiW
Sec. 003. Any department or agency action taken pursuant to section 1002 shall
be subject to mch judicial review as may otherwise be provided by law for simi-
lar action taken bv such department or age cy on other grounds. In the case of
action, not otherwise subject to judicial review, terminating or reftising to grant
or to continue financial assistance upon a finding of failure to wMnply with any
requirement imposed pursuant to section 002, any person aggrieved (including
any State or political subdivision thereof and any agency of eitlier) may obtain
98
iudlclat review of such notion In accordance with chapter 7 of title 5, United
States Code, and such ftctlon shall not be deemed committed to unreviewable
agency discretion within the meanln| of section 101 of that title.
Sec. (XM. No person In the United tstates shall, on the ground of blindness or
severely impaired vision, be denied admission in any course of study by a re-
cipient of Federal financial assistance for any education pro^fram or activity,
but nothing herein shall be construed to require any such inslltution to provide
nny special services to such person beca\ise of his blindness or visual tnipalrment.
KFFECT 0\ OTHER LAWS
Sec. 905. Nothing in this title shall add to or detract from any existing author-
ity with respect to a^y program or activity under which Federal financial assist*
ance is extended by way of a contract of Insurance or guarjnty,
AMENONfENTa TO OTHER LAWS
Sec. OOe. (ft) Sections 401(b), 407(a) (2), 410, and 902 ol' the Civil Rights Act
of 1964 (42 U.S.C. 2000c(b), 2000c-6(a) (2), 2000e-9, ami 2000h-2) are each
amended by Inserting the word "sex" after the word •^religion."
(b)(1) Section 13(a) of the F&ir Ubor Standards Act of 19^8 (20 U.S.O.
213(a)) Is amended by inserting after the words *'the prov;sions of section 6"
Uje following: ''(except section 6(d) In the case of paraiTraph (1) of this
subsection).'*
(2) Paragraph (1) of subsection 3(r) of such Act (29 U.S.C. 203(r)(l)) Is
amended by deleting "an elementary or secondary school" and inserting In lieu
thereof ''a preschool, elementary or secondary school,"
(3) Section 3(8) (4) of such Act (20 U,S,C 203(s) (4)) is amended by deleting
"an elementary or secondary school" and Inserting In lieu thereof "a preschool,
e!ementary or secondary school."
INTERPRETATION WITH RESPECT TO LIVIXO FACILmES
Sec. 90T. Kotwithstandlng anything to the contrary contained in this title,
nothing contained herein shall be construed to prohibit any educational Instltu*
tlon receiving funds under this Act, from maintaining separate living facilities
for the different sexes.
equal opportunity for women ts federal employment and employment by
Fe!)ERXl Contractors
CXCCUm'E ORDER ]237^, OCTOBER l3, l&dT, AMENDING EXEOUmVC ORDER NO. Ii246»
REtATINQ TO EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the United States Government to provide equal opportunity
In* Federal employment and in employment by Federal contractors on the basis
of merit and without discrimination because of race, color, religton, sex or
national origin.
the Congress, by enacting Title VII of the Civil Rights Act of li)64, enunciated
a national poMcy of e<iual employment opportunity In private employment, with-
out discrimination because of race, color, religion, sex or national origin.
Executive Order No. 11246 of Septemlier 24» 1065, carrie<l forward a program of
equal employment opportunity In Government employment, employment by Fed-
eral contractors and subcontractors and employment under Federairy assisted
construction contracts regardless of race, creed, color or national oHrln.
It is desirable that the eoual employment opj>ortunlty programs provided for
In Executive Order No. 1124ft expressly embrace discrimination on account of sex;
Now, THERRroRB, by virtue of the authority vested In me as President of the
r/nlted States by the Constitution and statutes of the United States, it Is ordered
that Executive Order No. 11246 of Septemlier 24, 1065, be amended as follows:
(1) Section 101 of Part 1, concerning nondiscrimination In Government em-
ployment, Is revised to read as follows :
'^Section 101. U is the policy of the Government of the Ignited States to provide
e^ual opportunity in Federal emp»o.vment for all quaMfied persons, to prohibit
discrimination in employment 1>ecaiiRe of race, color, religion^ sex or national
origin, and to promote the full reaUzatlon of equal employment opportunity
through a positive, continuing program in oach executive der>nrtment and agency.
The policy of eqjtal opjiortunlty applies to every aspect of Federal empfoyment
^^^yand practice.'*
99
(2) Section 104 of Part 1 la revised to read as foUows :
"Section 104. The Civil Service Commlsi^lon uhall provide for the prompt fain
And Impattlal consideration of ail compl«lut8 of discrimination In Ivderal
employment on the basis of race, color, reUgton, sex or national origin. Proce*
dures for the consideration of complaints shall include at least one impartial
review within the executive department or agency and shall provide for appeal
to the Civil Service Commission/'
(8) Paragraphs (1) and (2) of the quoted required contract provisions in
section 202 of Part II. concerning nondiscrimination In employment hy Qovern-
meat contractors and sul>contractor8, are revised to read as follows:
^^(1) The contractor will not discriminate against any employee or applicant
for employment because of race, color, religion, sex, or national origin, The
contractor will take affirmative action to ensure that applicants are empJojred,
and that employees are treated during employment, without regard to their
race, color, religion, sex or national origin. Such action shall Include, but not
be limited to the following: employment^ upgrading, demotion, or transfer; re-
cruitment or recruitment advertising; layoff or termination; rates of pay or
other forms of compensation ; atid selection for trainings Including apprentlce-
.shlp. The contractor agrees to post in conspicuous places, available to employees
and applicants for employment, notices to be provided by the contracting officer
setting forth the provisions of this nondiscrimination clause.
"(2) The contractor will, In all solicitations or advertisements for employees
placed by or on behalf of the contractor, state that all quaUfled applicants will
receUe consideration for employment without regard to race, color» religion, sex
or national origin."
{4) Section 2a3{d) of Part II Is revised to read as follows:
**(d) The. contracting agency or the Secretary of I^bor may direct that any
bidder or pros|)ecHve contractor or subcontractor shall submit, as part of his
Compliance Retwrt, a statement In writing, signed by an authorized officer or
agent on behalf of any labor union or any agency referring worjiers or provid-
ing or supervising apprenticeship or other training, with which the bidder
or prospective contractor deals, with supporting Information,' to the effect that
the signer's practices and policies do not discriminate on the grounds of race,
color, religion, sex or national origin, and that the signer either will affirmatively
cooperate tn the implementation of the policy and provisions of this order or that
It consents and agrees that recruitment, employment, and the terms and condi-
tions of employment under the proposed contract shall be in accordance with
the purposes and provisions of the order. In the event that the union, or the
agency shall refuse to execute such a statement, the Compliance Report shall
so certify and set forth what efforts have been made to secure such a statement
and such additional factual material as the contracting agency or the Secretary
of Labor may require."
The amendments to Part I shall be effective 30 days after the date of this
order. The amendments to Part 11 shall be effective one year after the date
of this order.
Lyndon B. Johnsoit.
Thb White House, October A 196t
[T\\ti\ with the Oace ot the Federal Reghter, 5 ilO p.m., October 13, 1067}
{Executive Okoeb 11246}
EQUAL EMPLOYMENT OPPORTUNITY
Under and by virtue of the authority vested In me as President of the United
States by the Constitution and statutes of the United States, it is ordered as
follows:
PABT I— NoXDISCRlMIiVATION IN OOVERNMEXT EUPtOYUEST '
Seotiox 101. It is the policy of the Government of the United States to provide
equal opportunity In Federal employment for all qualified persons, to prohibit
discrimination In employment becauso of race, creed, color, or national origin,
and to promote the full realization of equal employment opportunity through a
position, continuing program in each executive department and agency. The policy
of equal opportunity applies* to every aspect of Federal employment policy and
practice.
Sec. 102. The head of each executive department and agency shall establish
maintain a positive program of equal employment opportunity for all civilian
100
employees and appUcanU for employment wUhIn his Jurisdiction in accordance
with the policy set forth In Section 101.
Sec, 103. The CM\ Service Commission shall supervise and provide leadership
and gruidance in the conduct of equal employment opportunity prog>^ms for the
civilian employees of and appllcfttlons for employment within the executive de-
partments and agencies and shall review agency program accomplishments
periodically. In order to facilitate the achievement of a model program for equal
employment opportunity In the Federal service, the Commission may consult
from lime to time with %uch individual^ groups, or organtiatlons as may be
of assistance in Improving the Federal program and realizing the objectives of
this Part.
SBC. 104. The Civil Service Commission shall provide for the prompt^ fatr» and
Impartial consideration of alt complaints of discrimination in Federal employ-
ment on the basis of race, creed, color, or national origin. Procedures for the
consideration of complaints shall include at least one Impartial review within
the executive department or agency and ehall provide for appeal to the Civil
Service Commission.
Sea 105. The Civil Service Commission shall Issue such regulatlona, orders,
and instructions as It deems necessary and appropriate to carry out its respon^
slblltlles under this Part, and tb^ head of each executive department and agency
shall comply with the Tegulations, orders, and instructions Issued by the Com-
mission under this Part.
pAKt II— NONDISCaiMmATION IN EUPIX)YMENT »Y OoVfiSNMENT CoNmOTORS AND
SUBCONTEACTOES
SVBPAST A— t>i;TlES OF THK StX^RGTABY Or lABOtt
SCO. 1201. The Secretary of Labor shall be responsible for the administration of
Parts II and III of this Order and shall adopt such rules and regulations and
issue such orders as he deems necessary and appropriate to achieve the purposes
thereof*
Si;Bt*ABT B^-COrfTSACTORS' AOBfEMSNT
Seo. 202, Except In contracts exempted in accordance with Section 204 of
this Order, all Government contracting agencies shall Include in every Oovem-
ment contract hereafter entered Into the following provisions :
"During the performance of this contract, the contractor agrees as follows:
"(1) The contractor will not discriminate against any employee or applicant
for employment because of race» creed, color or national origin. The contractor
will take affirmative action to ensure that applicants are employed, and that em-
ployees are treated during employment, without regard to their race, creed,
color, or national origin. Such action shall include, but not be limited to the
following: employment, upgrading, demotion, or transfer; recruitment or re^
crultment advertUlng; layoff or termination ; rates of pay or other forms of
compensation; and selection for training, including apprenticeship. The con-
tractor agrees to post in conspicuous places, available to employees and applicants
for employment, notices to be Provided by the contracting oflScer setting forth
the Provisions of this nondiscrimination clause.
"(2) The contractor will, In all solicitations or advertisements for employees
placed by or on behalf of the contractor, state that all n^iallfted .applicants Will
receive consideration for employment without regard to race, creed, color, or
national origin.
The contractor will send to each labor union or representative of workers
with which he has a collective bargaining agreement or other contract or under-
standing, a notic^e, to be provided by the agency contracting o^cer, advising the
labor union or workers* repre^?entatlve of the contractor's commitments under
Section 202 of Executive Order No, 11246 of September 24, 1965, and shall post
copies of the notice in conspicuous places available to employees and applicants
for employment.
"(4) The contractor comply with all provisions of Executive Order No.
1124ft of Sep. 24, 1065, and of the rules, regulations, and relevant orders of the
Secretary of Labor.
"(5) The contractor will furnbh all Information and reports required by
Executive Order No. 11246 of September 24, 1965, and by the rules, regulatlcr.s^
and orders of the Secretary of i.abor, or pursuant thereto, and will permit actesa
to his books, records, and accounts by the contracting agency and the Secretary
O
W Ubotr for purjxw^« of Jttv^dtljatiou to afe^^enaln compliance with such^ulesi
f^ft^lationg, and orders.
; '(6) In the event of the contractot*$ noncompllan<je with the nondlwrimlna^
tton clauses of this contract or with any ct such rules, regulations, or orders, thU
gntr^ct nifty be cancctUd- terminated o? auspended In whole or in part and
e contractor may be decwied Inei^glbla for further Government contracts In
a<!cordattce with procedures authori«ed In t5tecuyve Order No. 11246 of Sept.
24, 1M5, and such other sanctions mny be Imposed and reniedtea inv^olved as
provided In Executive Order No. 11246 of September 24, 16W, or by rule, reguia'
Hon, or order of the Secretary of l4bor, or ai otherwise provided by law,
The contractor win Include the provisions of Paragraph (1) through (t)
in every subcontract or purchase order unle$« exempted by rules, regulations, or
orders of the Secretary of Mbor Issued pursuant to Section 204 of Executive
Order No. 11246 of 8ept. 24, 1905, so that such provisions will be blndlnir upon
each subcontractor or vendor; The contractor wUl iake sucli action with respect
to any subcontract or purchase order as the contracting agency may direct as
a^meana of enforcing such provisions incWding sanctions for noncompliance:
ProuW^*, That in the event the contractor becomes Involved In, Or Id
thre^tehed with, Utlgatlon with subcontractor or vendor as a result of such
direction by the contracting agency, the contractor inay rcouest the United
States to enter Into such litigation to protect the interests of the United states.*'
Scc» 203. (a) BJach contractor having a contract containing the provisions
pre^rlbed in Section 202 shall file, and shall cause each of bis subcbntractoirs to
file, Compliance Reports with the contracting agency or the Secretary of Labor
as may be directed. Compliance Reports shall be med within such times and shall
contain such Information as to the practices, policies, programs, and employ-
ment poUclea, programs, and employnient statistics of the contractor and each
subcontractor, and shall be In such form, as the Secretary of t^bor may prescHbe.
(b) Bidders or prospective contractors or subcontractors may be rcQUlred to
state whether they have participated la any previous contract subject to the
provisions of this Orderi or any preceding simitar Executive order, and in that
event to submit, on behalf of themselves and their proposed subcontractors,
Compliance Reports prior to or as an initial part of their bid or negotiation of a
contract,
(C) Whenever the contractor or subcontractor has a collective bargaining
agreement or other contract or understanding with a labor union or an agency
referring workers or providing or supervising apprenticeship or training for such
worker, the Compliance Report shall include such information aa to such oth^r
union's or agency's practices and policies affecting complI^hCe as the Secretary
of I/abor may prescribe: iVof W^d, That to the extent such Information Is within
the exclusive posaesston of a labor union or an agettcjr referring workers or
providing or supervising apprenticeship or training and such Ubor Union or
agency shall refusi^ to furnish such information to the contractor,* the contractoir.
shall so certify to the contracting agency as part of its Compliance Report ^nd
shall set forth what e^orts he has made to obtain such inforin$tlon.
(d) The contracting agency or the Secretary of Labor may direct that any
bidder or prospective contractor or subcontractor shall submit/ as part of his
CompUsnce Report, a statement in writing, signed by an authorised officer or
agent on behalf of any labor union or any agency referring workens or providing
or supervising apprenticeship or other training, with which the bidder or pro-
spective contractor deals, with supporting information, to the effect that the
Signer's preictlces and policies do not discriminate In the grounds of race, color,
creed, or national origin, and that the signer either will afllrmatlvely cooperate
In the Implementation of the policy and provisions of this Order or that it conr
senta and agrees that recruitment, employment, and the terms and condttlohs of
employment under the proposed contract shall l)e In accbrdahCa livith the pUit>osea
and provisions of the Order. In the event that the union, or the agency shall
refuse to execute such a statement, the Compliance Report shall so certify and
Bet forth what efforts have been made to secure such a statement and such
additional factual material as the contracting agency or the Secretary of Labor
tuisy reoul re.
Sec. 2<W. The Secretary of LabOr may, when he deems thftt special drcura-
stances in the national interest so require, exempt a contracting agenCy from the
renuirement of including any or all of the provisions of Section 202 of this O/der
in any spoclf^c contract, subcontract, or purchase order/ The Secretary of Lfcbor
may, by hile or rejgulation, also exempt certain classes of contracta, Bubcontracts,
102
st^Sf u^nvIfifS .*^i^J.i^^4^i?^2* ^' ^^^'^f^ 0* United
iftvMviit i^^tt ii> commercial suppUea or matWaUj ($)
?r^.f i?Xfi»f(t^/#*5*^ 51*^ regulation, or ordeTfor the exemj?
Ji^5.^f.(?S* of a contractor which are in all reapcctf* separate and mm
&ffi^^il'f! contractor related to the performan^ of the contract'
M^?l^l^/?t^***^ ^'i!??*"^"?*^ Intcrfero with or Impedo the ettcciul
oMlhS^ ^1^^ provided /«rjfter. That In the\b^eftce
of iiuch au exemption aH facllit!e« shall be covered by the provisions of tWs Order.
awxai 0— Mwtaa and tvtm or th^ sgcamav of tA»oa ano tat conthaohno
AOKXCUS '
^mn^io^ Sf«h?:i^^?^""* *^!??^ Shall be Drtmarlly responsible for obtalnlpg
rflJ'l"* rules. regulatfonVand orders of the Secretary of Labor with
rt^spect to contracts entered into by s,uch agency or Us cont wtors, All conttacting
t&^'lm^^^^^ rules of the Swretary of^libor tnS^^^
tLeir primary responsibility for securing compliance w tb the provisions of con*
5r£.?'^3V* the Secretary of Labor issued pyrsuant to this Order* They are
f^I^^^ to cpoperaW^with the Secretary of Ul^or and to f uitlsh the Secretary of
Labor such Information and assistance as he may require In the performaSS of
his functions under this Order: They are further aireeted to appoint or d^lm
from among the agency's persomiel. compliance ofBoers, It shall be tM doty of
Snf^t^K^i^Jf^S <^o»P»<^"<^ objectlres of thia Order by coaference,
conciliation, mediation, or persuasion.
See. 20«, (a) The Secretary of Ubor may Investigate the employment practices
of any Qovernment contractor or subcontractor, or InltUte such investigation by
the appropriate contracting agency^ to determine whether or not the contractual
P/J^^J.^*?^1*R^^*^ in, Section 202 of this Order hare been violated. Such Invee-
tjgatlot^ ;p«U be conducted In accordance with the procedures established by the
secretary Of Labor and the Inresttgatlng agency shall report to the Secretary of
Labor any action taken or recommended.
^J^? 15? i^'f*?? receive and Investigate Or cause to be In-
vestigated complaints by e^aployees or prosp^lve employee* of a Government
contractor or subcontractor which allege discrimination contrary to the con-
i2 auction 202 of this Order, rf this Investigation Is
^^i^i!^*t:?U^^ Secretary of Labor by a contracting agency, that Agency shall
report to the Becretary what action has been taken or Is recommenced with r^ard
to su<;h complaints. , .
Sio; ThO Secretary of Labor shall use his best effort«» directly ahd through
contracting agende^,-other interested Pederalr State, and locaUgendCflTContr^
tors, and all other ataltable instrumentalities to cauw any labor union engaged
in work finder Qovernxnent contracts or any a^ncy referring workers or provid-
ing or supervising apprenticeship o? training for or In the course of such work to
co^rate In the |mp!ementatton of the purpose of this Order, The Secretary of
Labor Shan, in appropriate cases, notify the Equal Employment Opportunity Com-
mission, the Department of Justice* or other appropriate Federal agencies when-
ever it h^s reason to believe that the practices of any such labor oi^ahl«atlon or
agency violate Title V£ or a itle VIT of the Civil Rights Act of lOiW or other provi-
sion of Federal law*
Sic. 208, (a) The Secretary of Labor, or any agency, officer, or employee la the
exe<utire branch ot the Oovemmerit designated by rtjie, regulation, or Order of
the SecjreUo;, may hold such hearings, public or private, as the Secretary may
compliance, enforcement, or educational purposes, '
Xt^^^^^*?.^^ ^0^^' ^' to be held, hearings in accord-
ance with Subsection (a) of this Section prior to imposing, ordering, or rec^-
me^idlng the Imposition of penalties and sanctions under this Order. No order for
debarment of any contractor from further Government contracts under Section
200(a) (6) shall be made without affording the contractor an opportunity for a
hearing.
euBPAar t>--8ANoTio:«e AND pEKALtioa
Sto. 20^ fa) In accordance with such rules, regulations, or orders as the Sec-
retary of Labor may Issue or adopt, the Secretary or the appropriate contracting
agency xnay i
103
{!) PuMtBh. oy cau^e to b« puWUhed, th<& namw of contrflctoj* 6r union*
»ub«tantlftl or material vioUtlon or the threat of $%tanUi^l or xoaterlal viola-
tloo of the contractual prortriona aet forth in S^tlon 202^<>f thla Order* approwl-
Ate proceedicga 00 brovcbt to enforce thoee ]>roTUlona, iDcludlnff the eojoinlng,
trtthln the Umltatlons of awpllcable WW, of ontanUiitioH inUlvlJuMa, or grouwi
who prevettt directly 6t fcdirectly, or aeek t6 preveot directly or indltectly
compuyice with tt>«provJilon«<>fthU Order. - ' ^ . .
(8) ReconuttM^d to the E(ittAl Bm^^^ Commission or, ^o
Wpartmeht of Juatlee tWt eppropjrlate proceedings b« iiiitltuted under Title VJll
of ffeoiviiRigiite Actaiiw:!^^^^^^ ^ • . , •
(4) Re««metid to the Departiaeht of Juitice that criminal proceedln^n be
broufht foV the furnUMnf ot falie Information to any contiractlng agency or to
tho$&i5retary ofl4bot4ithec4»^^^^ ,^ . ' > . -
(6) Can^li terminate, auapend, 6r c^uio to be cancelled, temlnated, or mxn-
pended, any contract, of any portion or portions thereof, for failure ot the con-
tractor or 8ubc6ntractor to Comply with the non-dlscrlmlnatlon provisions of the
contract. Contracts nw^y be cancelled, terminated, or eusperided absolutely or con-
tinuance of cotttricts may be conditioned upon a proirfam for future compliance
apprbred by the contracting agency. ... . . . . ^
m Provide ihUt any contracting agency shall refrsln from entering Into fur-
ther contracts, or extensions or otner modifications of existing contracts, with
any noncomplylng contractor, until such contractor has satisfied the Secretary
of Labor thAt such cohtrActor has established and will carry put personnel and
employment policies in compliance with thd provisions of this Order.
(b) Under rules snd regulati<ms prescribed by the Secretary of Ubor, each
<^tractlng agency shall make reasonable efforts within a reasonable time llmiti^;
tlon to secure compliance with the contract provisions of this Order by methods o<
conference, concllfatioh, mediation, and persuasion before proceedings shall be
instituted under Subsection (a) (l^) of this Section, or before a contract shall be
cancelled or terminated la whole or In part under Subsection (a) («) of this Se<s
Won for failure of a contrsctoif or subcontractor to comply with the ccntract pro-
visions of this Order. V . , ^- ^t., ft , ^
Sw, m Any contracting ageticy taking any action authorised by thif. Subpart,
Whether on Us own motion, ^r is directed by the Secretary of Labor, or under the
rules and reguUtlons of the Secretary, shall piomptly notify the Secretary of such
action, Whenever the Secretan^ of Labor makes a determination under this Sec^
tlon, he shall rh>mptly notify the appropriate contractlnj?: agency of the action
recommended, fhe agency shall take such action and shall report the reojilts
thereof to the Secretai7 of tabor within such like as the Secretary shall
'Stc. 211. If the Secret^iry shall so direct, contracting agencies shall not enter
into contracts with any bidder or prospective contractor unless the bidder or
prospective contractor has satlsfactorSly compiled with the provisions of this
Order Or submits a program for compliance acceptable to the Secretary of Labor
or, If the Secretary so authorites, to the contracting agency,
Stc. 212. Whenever a eonlracHng a>eencv cancels or terminates a contract, pr
whenever a contractor hail been debarred from further Government conlracta.
under Section 206(a) (6) because of noncompliance with the contract provisions
with regard to nondiscrimination; the Secreiai*y of Labor, or the contracting
agency Involved, shall promptly notify the Comptroller General or tho United
States. Any such debarment may be rescinded by the Secretary of Labor or by
the <lonfracting agency which iDipose^
Bvt^Jktr t^tnnncAtt& Of umr
Spo. 218. The Secretary of Labor may provide for Issuance of a United States
(Jovemment Certtflcate of Merit to employers or labor unions, or other agencies
which are or may hereafter be engaged lu work under Government contracts, if
the Secretary is satisfied that the personnel and employment practices of the
employer, or that the personnel, training, apprenticeship, member«»hlp. grievance
and representation, upgrading; and other practices and t^oMdi^ of the labor union
or other agency conform to the purposes iind provisions of this Order.
Sec. 214. Any (Jertlficat^ of MeHt mAy at any time be suspended or revoked by
the Secretary cf Ubor if the holder thereof, in the Judgment of the Secretary,
O failed Co comply with the provisions of this Order.
, 104
Secretary of Ubor nsay provide for the exemption of •ny
eupioyet, labor union, or oth^r agency from any reporting requirements Imposed
to thU Oi'der If such employer, labor >uilon, or other sgency
hM been ftwarded a Certificate of Merit which has not b«a suspeadia or
Paw in—NosDi«cM«itfAtsoN PnovietoNs ih FtDmuT Asstem
OoNSnVOTIOlf CONTRilOTe
inlu;i^*t.B?*ii*5**''''T*.<'*P*.'***"* a«id agoncy which admlhlitera a program
^^^^^ financial aw stance shsU i«iulre as a condition for the ap-
^i^T 1 '^?*'*/ °' warantee thewttttder, which
TJj^jA'i ^J}Si*^^^\^^ contract, that the applicant for Federal assistance
-/IrJli 5* 'i*** to Incorporate, or cause to W Incorjporated, Into all con-
ffiii? Mid f<?f 1.1 Whole ot in part with iuh^s obtained from the
Federal Qovewmtnt or bprrowed ot» the cwdlt of the Federal Oovemment pur-
f^Sf 1^ f^2''tE'.'ii',*^i!*25*' 1^^"% »n»uwn<». or guarantee, or undertaken pur-
5,Hi«i?J"7i.*^!?*'^^P'*<^» Inyohlng Such graht, contract, loan. Insurance, or
guarantee, the p/otlslons prescribed for Oorerninent contracts by Section of
Ihii^nlt'. ♦L"JL*?«51***'^^^^ preserving In substance the conttactor-s
tVM$SVJ'/.??'*i''*i*'' as may be approved by the Secretary of Labor, together
^iy* l"?^ additional provisions as the Secretary deems appK^riate to establish
fuiy& *il?i"l'*?L*L'H^{'"f* State8jn>e>nforSt of those obuS-
Uons. Each such applicant Bhall also undertake and agree (1) W assist and
Jf*2*!3*f fwl''*.' V?*. the «4mlnlstet1ng department or agency and thp Secre-
cOrSHlance of contractora aiid subcontractors
with those contract provlslona and w th the rules, regulations, and relevant
orders of the Secretary, (2) to obtain and to fufnishto the admltdsterfng dew^^^
^^iJl^tffi^' to the Secrttary of Ubof such Information as they may
require for the supervision of such compliance. (8) to carry but sanWlonS and
S!J?i«ltti°L''i2'*y**" such obligations imposed upon contractors and sub-
contractors by tbq Secretary of Labor or the administering department or agency
fXT} Order, and (4) io mtnt^Xm^Hng
into any contract subject to this Order or extension or other moJUlcatlon of
tS*S A t?"5i?l.*^^^i**^*^'' <'«t«>"e<J 'row Oovernment contracts under
Part H. Subpart D, of this Order.
S«j. 802 Ya) "ConstrtictJou contract" as used in this Order means any con-
\^,1\J^* ^IL^^^V^*^^^ conversion, extension, or
highways, or other improvemente to real property. .
(b) Ue provisions of part 11 of this Order Shall apply td such constractlon
^^'^-^'t'l?!'*''^ P«JT<*?<'S °J application the 8dm(i>l8teHng department or
agency shall he c<»sjlder<!d. the costractlflg agency referred to therelri,
■ (O-TW term J'appUcanf- as used In this 4rder means ah applicant fot Fed-
^A"S'fi^"** °*j deteralned by agency regulaHon, other program partld-
pant, vrith respect to whom an appltcatlon^or any grant, Cbhtract, loanilosur-
ance, or guawnt^ Is not flnally acted upon prior to the effective date of this Part
and It includes such an applicant after he becomes a recipient of such ii'cderal
^^^^ admljiUtfrinif dewrhtteftt and kgency shall be responsible
fSi. rttSl'l'^S-il^ WH*?^ of such appUcftnt| with their undertaklnlTtartd^r
Vr'^S* a^»?ni«tering department and a^ehcr is direct^ to <Jooperate
^ih}}j?J^^^^ to fumlBh the S^relary such informRtloiTand
Ohilr re<julre in the performance of his fahctlona under this
t^!^Ku^ A^V^^ ?^ appllwint fails and refuses to comply with hla undertafc-
{SP:i5®.^.^°jVl^*^^''"f department or agency may take any or all of the follow-
ing actions: (1) cancel, termtnale, or suspend in whole or In part the atreement
contract, or other arrangement with such aw>llcant with respect to which the
failure and refusal cKicurred; (2) refrain from extendinfrany further assistance
to the appll(^nt under the progfram with respect to which the failure or refusal
o^untd until satisfactory assurance of future compliance has been received
from such applicant: and (3) refer the case to the Department of Justice for
appropriate lei^i proceedings.
»«.^/L\.^7.*ifi2" ^s ^*^Jifi«*"j^^* pursuant to Subsection (b) shall
be taken in conformity with Section 602 of the Olrll Rights Act of 1W4 (and the
regutattons of th« Administering dejpartuent or agency issued thereunder), to
the extm applieable. In no crso shall action be taken with respect to an appU^
cant pureuant to Clause (1) or (2) of Subsection (b) without notice and op'
portunlty for hearing bef^^re the administering department or agency.
Sic. 804. Any executive department or agency which imposes *^y rule, regula*
tion, or order requirements of nondl^cHminatton in employment, other than
re<}ulrementa Iwpoied por^Mht to this Order, may delegate to the Secretary of
I^b^r by agreement such responslblUties wUh respect to compliance standards,
rep<^rts, and procedures as iK^ould tend to bring the administration of such re*
(jiuliretnenta Into conformity with the administration of requirements Imposed
under this Order 1 PrciHdedt That actions to effect compliance by recipients of
Federal financial assistance with requirements Imposed pursuant to Title Vt
of the Civil Rights Act of 1094 shall be taken In conformity with the procedures
and limitations prescribed in Section 602 thereof and the regulations of thoad*
ministering department or agency issued thereunder.
\ PABt IV— MlSCEttANBOUS
8eo. 401. The Secretary of l»abor may d esignate to any officer, agency, or em-
ployee in the KicecutlTe branch of the Gdvemment, any function or duty of the
Secre^liry undi-r Parts 11 and 111 of this Order, except authority to promulgate
rules una regulations of a general nature.
Bee. 402. The Secretary of Labor ^all provide administrative support for the
execution of the togram known as the *Tlans for Progress.''
SKo, 40a. (a) executive Orders Kos. 10690 (January 19, 1955), 107g2 (August
5, mth 10926 (March 0, 1961), 11114 (June 22, 1963), and 11162 (July 2S,
1964), are hereby superseded and the President's Committee on Gqual Employ-
ment Opportunity established by Executive Order Xa 10925 is hereby abolished.
All records and property in the cust^ydy of the pommittee shall be transferred to
the (^vtl Service Con^mlssion an dthe Secretary of Labor, as appropriate.
(b) Nothing in this Order shall be deemed to relieve any person of any
obligation assumed or imposed under or pursuant to any Executive Order super-
seded by this Order. All rulea, regulations, orders, instructions, deslgnattonB, and
other directives issued by the President's Committee on Equal Employment Op-
portunity and those Issued by the heads of various departments or agencies under
or pursuant to any of the Executive orders superseded by this Order, shall, to the
extent that they are not Inconsistent with this Order, remain in full force and
effect unless and until revoked or superseded by appropriate authority, Refer-
ences In such directives to provi<5ions of the superseded orders shall be deemed
to the references to the comparable provisions of this Order.
SCO. 404. The Qeneral Services AdminUtratlon shaU take appropriate action
to revise the standard Ooremment contract forms to accord with the provisions
of this Order- and of the rules and regulations of the Secretary. of Labor,.._^ _
Seo. 405. This Order shall become effective thirty days after the date of this
OrderV
X tiYNOOK B, Johnson,
The WMfif HousE» Scpf ember J^fi5.
IFJBL Doc, 65-10340 ; Filed, Sept, 24» less ; 4 :i8 p.m.]
APPENDIX B '
This appendix U«t« the task forceV reoommenOatl<>ns. Programs or organ!'
sational units affected by each recommendation are also listed.
VAKINO THS UEOAL aCQUlEEMENtS KNOWN
1, We recominend that OB and N^B fully inform potential and actuitl recipe
ients of Federal education i^ld of their obligratlons to eliminate sesc discrimina-
tion under Title IK and Executive Order 11246. Specifically, vi^e recommend that ;
a. All OK and NIB guidelines, regulations and other appropriate documents
he amended to include a BtAtmmi on Title IX, Public Latv &2-dlS, and require
106
appllcftnt9 to submit an assurance of compliance. OR and NIB slioiOd attach an
addendmu to this effect to all FY 1073 program documents already printed with-
out th<a itatement.
ES&Ai, IltV, VII.
FoUow Through.
Impact Aid.
ERA.
ESA.
VBA ; AEAi MDTA.
Career Education Model Installa-
tion.
OccDfpdtlona) Education.
HBAMII, IV»vnjX.
BPDA, Part E.
LSOA;NDEA III.
ESEAIIlHEAII.
NDEA Vr.
Fulbright'Hayg,
EP0A» ISec. 504, Parts D-2, 0, D, F.
Dropout Prevention.
Technology Demonstrations,
Drug Education,
Environmental Education.
Health and Nutrition.
OE-Contracts and Qranta Division,
Teacher Corps.
Right to Head.
Fund for the Improvement ot Post-
secondary Education (FUND).
Community Colleges.
Indian Education.
Consumer Education.
Ethnic Heritage.
NIE, all programs.
b. Al] QE and MB contracts and grants officers provide all applicants with
detailed Instructions on their obligations under Title IX and Executive Order
U?46 before they sign assurances Of compliance. Contractors should receive a
copy of Revised Order No. 4, Department of Labor guidelines and HEW guide-
lines. All potential aid recipients ijhould receive Title IX regulations and guide-
lines when published.
OE-contracts and grants division.
NIB-contracts and grants officers,
2. We reeommend that OE and NIB provide information and technical as^
sistance concerning Title IX and Us Implications directly to State education
personnel, school administrators and education personnel throughout the coun-
try. Specifying, we recommend that :
a. Eftch Deputy Commissioner In OB and equivalent within NIB be responsible
for conducting extensive workshops and conferences on Title IX for key State
and local personnel In their respective areas of concern. All regular program
workshops and confertncea sponsored by the two agencies should Include brief-
ings on Title IX. These should be conducted on a continuing baslaaa long as sex
discrimination remains a major problem in education. A specific person In NIE
and OB should be designated to coordinate each agency*s plans for these
activities.
OE^DeputleS,
0P6b. ~ —
opa;
ESBAI,III, V, VI.
Follow Through.
Impact Aid.
KHA.
ESA.
VBA I AEA; MDTA
Career Education Model Installa-
tion.
Occupational Education*
HEAIjll, IV, VII, IX.
EPDA, Part E.
LSOA; NDEA lit
ESEAir. HEAIL
NDEA VI; Fulbrlght-Hays.
EPDA Sec, ParU B-2 j 0, D, F.
Dropout Prevention.^ ~" ^
Technology Demonstrations.
nobs.
Drug Education.
Environmental Education.
Health & NutHtlon.
Teacher Corps,
lllght to Read.
Community Colleges.
Indian £MucatIon.
Consumer Education.
Ethnic Heritage.
NIE Deputies.
NIE Planning & Evaluation Staff.
NIE, all programs,
FUND.
b. The Commissioner of Education make Title IX a major topic of discussion
In his next meeting with the Chief State School Officers. He should emphasize
the leadership role the Federal government will expect the State education
agencies to play In eliminating sex discrimination at the State and local levels.
Commissioner of Education.
107
MOtVlTORlKQ FOR 06)(mANC£
8. We recommend that OB and NIB monitor thUr own programs for Title IX
compllabce. SpectflceU^Ti wo recommend that Of^ and NIK include comt>llance
fetatus checks on all reirular dte reviews, including State management reviews
conducted tibder ESUA Title V. OF*s Deputy Commissioners and e<iulvalent
officials in Ni£3 should work with the OfOce for Civil Bights to develop report
ing forms and uniform criteria for monitoring compliance status In site reviews.
Ofi Deputies.
|5SBAUn,V.VIt.
Follovtr Throngh.
ImpaetAid*
BSA/
VEA;ABA»MDTA,
Career Education Model installs*
lion.
Occupational Education.
HEA l,in,IV,VIIJX.
BPDA, PartB.
LSOAt NDBA HI.
BSEAII, HEAIL
KDBA VI; Pulbright-Hays.
EFDA Sec. 564, Parts ; 0, F.
Dropout Prevention.
Technology Demonstrations.
Drus: Education.
Environmental Education.
Office for Civil Rights.
Health 4b Nutrition.
Teacher Corps.
Right to Read.
Community Colleges. •
Indian Education.
Consumer Education.
Ethnic Heritage.
NIB Deputies.
FUND.
LEVBRAOG tHROVOH DISCBmoNAHY AUTHOEUV: iKSTRVCTtONAL AND iKFOBUATtON
MATCRlAtS
4. We recommend that OB and NIB insure that all instructional and public
relations materials developed with OE and NIU funds for national distribution
be free of sex biases, This would Include career and vocational materials used
In model and exemplary programs. Spcclflcaltyi we recommend that :
a. Quidellnes^ requests for propolis and other appropriate documents stress
as a condition for funding that materials be developed without sex stereotyping.
b. OB'S Office of Public Affairs, In cooperation with OB and NIB program
staef, develop a guidebook concerned with avoiding sex biases to assist con-
tractors, grantees and agency statf in developing materials.
c. OE and NIB designate at least one statt person within each appropriate
program and public affairs office to clear new materials before their completion
and dissemination. These staff people should be selected after consultation with
the women in these offices.
d. OB and NIE review existing projects for sex biases. As part of this effort^
NIE support for the ^'Self Directed Search** guidance system developed at Johns
Hopkins should be terminated. - . .
OPA.
VEA, Parts 0, D, I.
BHA. Part F.
Career Education Model installation*
Occupational Education.
NIE--Applied Studies.
NIE-New InltiaUves.
NIE— Career Education.
NIE-^Dissemination.
NIB-^Fleld Initiated Studies.
lEvmoe tRBoupH nscBirnoNARy avthobitt: cAs^zm educatiozv
5. We recommend that OB and NIB work together to eliminate sex dlscrimlna'
tlon .n cai^r preparation. Specifically, we recommend that :
a. OB and NIB establish the elimination of sex segregation as one of career
educatlon*s major gOd's».and emphasize that new goal In materials explaining
the career education concept
Commissioner of Education.
Director of Nm
VEA, Parts A, B» C, D, F, G» R
Career Education Model Installation.
BPDA» Part F.
Occupational Education.
NIB—Career Education.
b. Program guidelines and other appropriate documents be amended to em«
phaslse that the eliminiitlon of sex segregation Is a priority in educcition and
training for careers.
|er!c
VEA, parts A< B, C, D. F, 0, H.
Career Education Model Installation.
MDTA.
CiPDAi Part V*
Occupational Education.
Community Colleges. ^
NIE-Oareer Education.
lOS
c. Guidelines require all model and exemplary programs In career education
and training report tbelr success In Including students of both sexes In all educa*
tion acttvitios.
VBA. Pari« 0, D. Occupational Education.
Career Education Model Installation. NIE>--Career Education.
MDTA.
OTHi:a AB£A8 FOE ACTtON— TBAINIKO
& We recommend that OB and NIE ivork to equaUee the proportion of men
and women at all levels and in all areas of education through training programs.
Personnel training programs guidelines should be modified to require applicants
to include plans for Increasing the numbers of male and female participants in
fields whew either sex is unde^represented as well as report annually on progress
towards achieving that goal. SpeclflcaUy, we recommend that :
a. Greater numbers of women be trained In areas where they are currently
underrepresented. such as educational administration in all fields, trades and
industry in vocational education, educational research and development, educa*
tlonal technologyi the ''hard" sciences and in other appropriate areas.
BHA. PartP. BBA lULIbrarlan Training).
AKA, Teacher Training. NDEA VI ; Fulbright*Hays.
EPDA, PartB. BPDA, Parts 0, D, P,
REA IX.. NIE^--Researcher Training.
b. Greater numbers of men be trained for employment In entry level positions
in areas where they are currently underrepresented, such as early childhood edu-
cation* elementary education* special education, home economics, buslness/offlc^
education, the health professions and In other appropriate areas. In addition,
greater numbers of men should be trained as paraprofessionals in all fields.
BHA, Part D. BPDA, Sec. 504, Parts 0, D, F.
AKA, Teacher Tratnia?. 'lecher Corps.
HEA II (Librarian Training).
7. We recommend that OB and NIB promote the involvement of women in top
positions in OB and NIB funded projects. Specifically, we recommend that :
PEORIBITlOX AOAI^^ST PISCalMINATlON AOAIKST THE BUND
OTHEB AmS rOft ACTION— ^ItOjCOT AOVilKISTIUTIOI^
a. OB and NIE3 amend guidelines for discretionary programs to require that
applicants for fuhds submit data on title^ salary and responsibilities of top project
Staff by sex/
~ b, OB and NIB r^iview that inforMMI6ri for evW^^
negotiate before funding for the correction of any inequities,
OPBB. NDBA VJ; Pu^brlght Hays.
CPA. BPDA, Sec. 504, Parts aD,F.
BSBA in, VII. Dropout Prevention.
Follow Through Technology Demonstrations.
BHA,ParUaD,E,F,0. NC»».
ESA. Drug Education.
VBA, Parts 0, D, I. Bnvfrdnmental Education.
Career Education Model Installation. Health ft Nutrition.
AEA— Teacher Training BpeclAl Teacher Corps.
Projects. Right to Read.
MDTA. Community Colleges,
Occupational Education. Indian Education,
HEA I, II, IV (Cooperative Educa* Consumer Education.
tion. Students from Disadvantaged Ethnic Heritf.ge Fund.
Backgrounds). NIE-hiU programs.
HEA IX,' EPDA, Part B. FUND.
HBA II.
c* In all program guidelines and other ofiQdal program documents, OB and NIB
emphasise their interest In receiving applications JTrom women and for projects
directed by women. See i (a).
, d. OB and NIE, working with women's organleatlons, encourage women to apply
fo^discretionary program funds. Women*s organisations should be included on
• ' 109
apt^topftfttd m&lilng ilaU for application notification and guideline dtatrtbnthn.
B^l (a) At (b).
OtHEE A&EA8 VOB ACTlON--fti:6£ABCH
a We recommend that OB, NIE and the Assistant Secretarv for Planning
(\nd Evaluation (ASPB) review for sex biases all research Instruments to
be used in education studies they fund
ASPB. NIB-Applled Studies,
OPBB. NIE— New Initiatives.
NOES. ^ KIB— Held InUtated Studies.
ME^Planning and Evaluation Staff.
0. We recommend that OE, NIE and A8PE insure, before funding education
research projects, that projects studiying people use samples of both sexes and
report results by sex. Exceptions should be made only when the information
sought is already available for one sex or when a study is explicitly designed
to serve the goal of equality of the sexes and special circumstances re<2ulre a
one-sex study,
Specifically, we recommend that guidelines, requests for proposals and other
appropriate documents state the conditions under which one-sex studies are
permissible and ^request that anyone applying for funds for such a study provide
a justification.
SmNQTUENIKQ TITt£ IX
10. We recommend that the Federal Interagency Committee on Education ex-
plore the tmpHcatlons of Title IX for other Federal agencies providing education
assistance and encourage those agencies to take the necessary action to enforce
Title IX. •
ASE (FICE).
11. We recommend that the Assistant Secretary for Education strongly urge
the amendment of Title IX to cover admissions in elementary and secondary
schools, military academies, sin^rle sex public undergraduate colleges and private
coeducational undergraduate colleges.
ASE.
TITLE IX ENFORCEMENT: ACCOVNTASlLmr
12. We recommend that HEW's Ofilce for Civil Rights strengthen its proce-
dures for holding contractors accountable for compliance to Executive Order
11246. Specifically, we recommend that HEW guidelines require contractors to
submit affirmative action plans for approval whether or not a compliance review
has been made; plans should be accepted or rejected within three months after
submission.
Office for Civil Bights.
TirtE IX ENroaCEMENTt COMPUANCE STANDARDS
13. We recommend that the Office for Civil Rights develop strong uniform
procedures for investigating sex discrimination In education. Specifically, we
recommend that:
a. OCIl develop a standard procedure for collecting and evaluating Information
at defined Intervals on the compliance status of institutions under Title IX and
Executive Order 11246.
b. Investigations initiated under Executive Order 11246 be carried out in
conjunction with investlgatioss initiated under Title IX.
QfiSce for Civil Bights,
TITLE IX BNrORCEUENT: STATE EDUCATION AOENCIEB
14. We recommend that the OflSce for Civil Blirhts work directly With each
State to overcome present lne<)uities experienced by w*onien In State education
agencies. S})eclficQlly, we recommend that OCR set the Inv^tigatlon of State
edncntlon agencies as a priority under Title IX enforcement.
Office for Civil Bights,
EDUCAItNO THE FUBUC
15. We recommend that the Assistant Secretary for Edncation, the Com-
missioner of Edncatioii« the Director of NIE and their respective t)eputles should
arrange to speak before key national education gronps on their responslbtiUies
fo^ ending discriminatory practices. For example, we suggest that :
110
- Jiy*"* Secretary <or Education or the Commissioner of Education
i<rv***-* Wttference of the major Iwok publishing associations on 0E'» concern
educational materials and Its effect on the status of
women m education.
,«i«iI?*.H"*^JSf °' E'lucfttion Task Force and the Deputy Com-
v^.tei'A'„£^^P*"°r5* .1"** .^''"'^ Education speak before the American
J«^^r*"!i Asioclatfon and other key vocational groups on the need to en<Jouraw
^TIk?*?.?."? ^I"?*" "Rlor* the entire range of vocational opportunities
Mif;.ii?!»A'f*?l?"' Education or the Ckjmmlssloner of Education
?iSS!?tl^l^. wl"'*1'!' V counseling on lowering fetiale carw"
•apifattons before tha national meetings of secondary school counselors.
< A$B. Director of NiE
CoamUsloner of Education. NIB Deputies.
OE Deputlf* NIB Career Education Director.
Offlco of Public Affairs use the range of media
public consciousness of the growing struggle among
women to secure e<iual opportunities in education. Speclflcally, we wcommend
rtufHK^M/.J't?™^-']*' Pi?*"?."^ offldals to produce a documentary flilw for public
fn'ijiS^a'Scc'SS^^^^^ '^'^ tradltlLl sei ba'rHer.
K OPA orWiJiw an exhibit On w^men and sex dUcrlmlnfttton In education
^^itly^w ?«'tev*'i:!J'' ^¥0?<^ oi Wucatlon;8 main lobby, and f^uS
A^^lJ^, coppewiting With the Offlce for Civil Rights in HBW, CPA develop and
!S thejfeneral public on laws protecting women WhtS
to e<)uai<H;>];>ortunltlestn education, .
d. American MucAtlon continue to pubU«h articles to be made arallable tn
re^hvt form on the roles and progress of women In education. '
OlBcefor Civil Rights.
KXPtORlKO NEW AOttS fOE WOUXK A2fD kiN
.«iI;.5f.'t5?i?^.f'^3J^4S^^ OB and NIB foster educational approaches whl^b
^courage children of both sexes to explore new roles. SpecWeany; we recommend
^S!^!^^^ xm fund the development of educational and guidance techniques
fi'l?*^!^^^^",^^**^^.^ encourage students to explore neiv roles, pdHlcullrly
Su^Ktte^ dlscHminaHon is espeolaMy strongr .1 In w J '
X^:^^2.^,^^vP'*JA^^ NlB-^Xew Initiatives:
Career Education Model Installation. NIB— Career Education.
^ b. OB support the development and dissemination of teacher training materials
on avoiding sex biases. In addition, we recommend that OB and NI personnel
training program guidelines be amended to encourage projects to include tralnlnir
In orerooming sex biases.
r^n/p?r?P .BPDA, Sec, 504, Parts B-2,C,D,f;
Part B. Teacher Corps.
NIB— Researcher Training.
c. OB develop and disseminate a bibliography of umcx-blased materials appro-
^ CPA especially at the elementary and secondary levels.
d. OB and NIB Insure that all model and exemplary career education projects
Include instruction that explicitly addresses the problems of sex-stereotyped
ocaipations and dispels myths about women In the work force.
VBA. Parts 0, p ? MDTA. NIB-New Initiatives.
Career Education Model Installation. NIB-Career Education
Occupational Education.
Ill
CHILD CABE AND SfcKViNO 8CK00WQED PASE.NTS
18. We wcommend that OE, XIB encourage educatlonol Inuitutloni to provide
opportunities for parents raiding cliUdren to pursue their education, Speclflcally,
we recommend that;
ft. Day care he made an allowable cose in all programs (Including construction
programs) serving people of child-bearing age, OK should recommend new legls*
latlon where program guidelines cannot accomplish this.
Office of Legislation, EPDA Sec. W4, Parts 0. D. F.
tJSBA III. Dropout Prevention.
Impact Aid ( P,L. 815) . Technology Demonstrations.
BHA. Parts B, 0, D, B. Drug BducatlOn.
Yh^' KVSSA* ^' ^' ^» Bnvlronmental Education.
ABA ; MDTA. Health and Nutrition,
Career Education Model Installation. Teacher Corps,
occupational Education. Right to Read,
HBA I, III, IV (Cooperative Educa- Community Colleges,
tlon and Students from Disadvantaged Indian Education,
Backgrounds), Consumer Education.
HEA VII, IX ; EPDA. Part B. Bthnlc Heritage.
LSCAI,II;HEAII, FUND.
NDEA VI ; Fulbrlght-Mays. NlF^Researcher Training.
b. OB set aside at least two million dollars from discretionary monies for
projects to support the work of the Interagency Task Force on Comprehensive
Programs for School-Aged Parents,
BSEA III, HBA I.
EttA» Part C» Dropout Prevention.
HBA, Part 0, D, Nutrition atid Health.
ABA Special Projects ; MDTA.
PART-TIME CTUDY
19. We recommend that OB and NIB promote part-time study opportunities for
women returning to education. Speclftcally, we recommend that j
a. OB and NIB insure that part-time students are admitted to projects funded
under postsecondary and other programs serving adults. OK should recommend
legislation to accomplish this where It cannot be achieved through guideline
changes.
Office of Legislation. HBA ll Librarian Training,
VBA, Part B ; MOTA. NDBA VI, Fulbrlght-Hays.
ABA Teacher Training. BPDA, Sec. 5M, Parts B-2, 0, D, F.
-Occupational t^ducatlon. Teacher Corps. - ^ -
HBA III, IV (Students from Dlsad- Community Colleges,
vantaged Backgrounds), FUND.
HBA IX ; EPDA, part B.
b. Student aid program guidelines urge Institutions to make Federal financial
aid available to half-time students In proportion to their enrollment in the
student body.
KEA IV (Student Aid Programs).
ACCOMMOOATIfTO OTHER PB00RAM8 TO THF. 8P£CIAL NEEDS OF WOMEN
20. We recommend that OB and NIB guidelines for programs aimed at adults
state that projects serving women wishing to continue their education be given
special consideration. In addition, the Educational Opportunity Centers estab-
lished under P.L. ft2-318 should Identify this population as a special target group,
and Title I of the Higher Education Act should use Its discretionary set-aside
to fund model programs sening this group.
EH A, Part D. EPDA, Sec. 501, Parts 0, D. B, F.
VBA, Parts B, 0, D. HEA II Librarian Training.
Career Fid ucn tlon Model Installation. XDEA VI ; Fulbrlght-Hays.
AEA— Teacher Training. Teacher CJorps,
Occupational Education. Community Collies.
AEA I, IV (Students from ni5?advan- FUND,
taged Backgrounds and Educational Researcher Training,
^^nportunlty Centers).
112
Si, We recommend iHi the Offlce of Public Affairs undertake a public service
Information ciiiapftlgn publicising new o|jportunltte« for women In education
through radio and television spot« as well as through printed material. For
example, we 8ugg:est that:
^ A, OB make use of the excellent materials already developed by the Women*8
Bureau at the Department of l4ibor to encourage young women to enter male*
dominated professions, and cooperate with the Women's Bureau in developing
new materials.
b» OS direct Information on student financial aid to women In the home who
jt>!an to return to education or employment training after several years* absence*
OPA,
22. We recommend that OB, KJK and The Fund for the Improvement of Post-
secondary Educ6tlon experiment with new educallonal approaches with a poten"*
tial for expanding educational opportunities for women In both academic and
vocational educatfoU,
VBA, Part a NIB-Expertmental Schools.
NIB-New Initiatives, FUND,
NIB--Career Education,
NATION Al< STATISTICS
2a. We recommend that NOlfiS amend Us present surveys to collect the follow*
Ingdata by sex:
h AJirSl^^?*^ ^7 elementary school pupils Ih e^cb <^de, to be added
to m BtSBOIS State Fall Report on Staff and Pupils,
t>. Sec6ndary ^hool subject areft enrollments by eex, to be added the
ELS^IS Survey of Secondary School Offerings, Enrollments and Curriculum
Practices 1072-?8.
c All data on elementary school principals and on the number of specialists by
Hex, to be collected in the Belmont Elementary School Survey. This survey's oues-
tlonnalre on teacher characteristics 1$ thorough a'nd should be used as a model for
collecting information Isolating sex as a variable^
Xon!.— Data by sex In characteristics of alt school staff are needed to deter-
mln$ whether women remain at lower positions with lower pay despite equivalent
or better qualifications than the mile staff.
d, Secondary school staff and principal data by sex, to be collected In the Bel^
mont Secondary School Survey, We urge that the staff and school questionnaires
bo expanded to cdlleot by sex th0 same Information as the Elementary School
Survey collects on elementary school staff (e g/ salary, yeirs of teaching expeH^
ence, degrees earned, etc.).
NoTB.— No data on characteristics of teaching or administrative staff in second-
ary schools are currenUy collected at all, ho less by sex, so that OB has ho Infor-
matlon on the status of women In secondary schools.
..^e* J^e. jiuia^^ imM ^igh^r edt|$ailo5
«wu ty, to be added to the HBOIS Employees In Blgher^uStl^^ sumyT ln
addition, NOES shouW make an effort to provide HEOiS salary da^ to OCR In
a timely fashion for ^is^ in flnforclng i:itle PC arid Executive Order nSi6.
t The age distribution for men and women by deld and degree conferred, to be
added to the HEOiS Earned Pei^ees atid Oth^r Formal Awards Conferred
..survey.::' ■ ■ ^ ■ ' '
Xot«.---Such data would Indicate the extent to which men and women inte^
rnpt their edtH«t(on and at what age, and will provide an estimate bt th^ mgth
of Interruption by letel and academic Held.
g. Bnrpumeht data tor adoU and continuing education by sex to be collected in
the Adult and Pontinijlng Education In Institutions of Higher Education survey,
h. All data on adult basic education staff and participants by sex to be col*
looted In the Adult Basic Education survey (based on the annual reoorts sub-
mitted by States), ^
1. Vocational education enrollment data by sex for each institution to be col-
lected in the Vocational Education Directories.
N'ow.^These data would indicate what types of vocational schools (Including
area vocational schoolsi operate as single sex Institutions.
J, Data by sex on library staff by level to he collected in the library and
museum surveys (Public Library Survey, Federal Library Surrey, Museum Sur-
vey and School Library Survey).
NOBS.
113
t
FROOBAM DATA
24. We recommend that OK and XIE collect and report to the putiHc basic data
on aU programs bjr Hex, B(>eclll(tiUyi we recommend that :
a, Programs serving a btudent clientele collect program participant data hf
Sex«
E8EA I, III, VII. Drug Education.
Follow Through. Environmental Education.
EHA» PartHB.C,D.G. Health and Nutrition.
VEA. Except rart I. Teacher CorpB.
Career Education Model Installation. Right to Aead.
AEAiMDTA. Community Colleges.
Occupational Education. IndUn Education.
HEA 1, 1 V| IX« Consumer Education.
EPDA, PartE. Ethnic Heritage/
HEA n Librarian Training. NIB^-Kesearcher Training.
NDEA Vll; l\ilbrlght HayH. NIE-Career Education.
EPDA, Sec. 504. PArt« Il-2» 0, D, F. NIB-Experimental Schools.
toropout Prevention.
b. Discretionary programs collect and update information on sex and salary
of top project atafrouarterly.
NoTB,-*AU 8taff information could be collected by the POIS system, on the
procurement cover sheet (PCS). No commitment action should be made untii all
Information is entered.
See7{a).
c« All programs prepare descriptive Kummarles of projects designed to Improve
educational opportunities for women.
See 1(a).
d. Fellowship and training programs collect data on the number of applicants
by sex. ...
^SHA.Parta NDBA VI.
AEA, Teacher Training. Fulbrtght-Haya*
H8A IV (student aid programs). EPDA, Sec. 6M, Parts C, D, F.
BPDA, Parts; HEA IX. Teacher Corps.
HEA 11 Librarian Training. KIE-^Researcher Training.
e. The student financial aid programs should collect data on the amount; of aid
and number of icrants by sex. In addition, data by sex on the guaranteed loan
program should Include the number and amount of loans recommended by student
flnanclai aid officers,
N(m!.^Under Public law ^2^1^, student financial aid officers for the first time
must certify the amount of a students dnancial need before a banlc can make a
guaranteed loan.'-^-"-"-- '-"- ^" ■ " - ---^ ......
YEA, Part H.
B£A ly (student aid proirrams)^
EVAtUAVlON
25. We recommend t£at all OE and XlE sponsored evaluations include anaiyseft
6t the preiience, causes and impact of sex discrimination In each of the program
of educational areas being studied. For many program areas, particularly feV
towship and training programs, expanded folloi^^' up studies of participants by
sex win be renuired.
OPBE,
NIE-rPlanning and Evaluation Staff.
BEaCAHCR STUOtM
26. We recommend that OE and KIE support a series of studies on aex role
development and sex discrimination in education. Speclflcallyi we recommend
that:
a. KIE review exl5itlng research on the development of ^ex roles and ftelf Im-
age and support a series of research and development efforts designed to fill t)ie
gaps in current knowledge of this topic.
NIFr-Applled Studies.
Nir -New InitlatiTes,
114
NIB--€are€r Education.
Nt5--Field InltlatM Studies.
b, OBJ or KiB »upt>ort a study od how th^ altitudes of coiinseJoM» teacberst
admtm8trator8» parents and peers affect career plans and expectations of women
and tned, with a sepamte analysis of sexUm In guidance tests. X
OPBB.
NIB— Planning & Evaluation Staff. "'^
C. The full-gcale study resulting from the pilot study, Barriers to Women's
Participation in point .s<*condary Education, be broadened to include a representa-
tive sample of males m a comparison group.
NCE9.
d» OB support a sU}<\y of the barriers female and male nonhlgh school gradu-
ate face in acqulrlrt^:: ?.uiltional education and training.
OPBB.
aSPORTtNO AND DISSEMINATING INFORMAtXON
27, We recommend that OB and NIB expand efforts to report and disseminate
Information on women in education. Speclftcallyi we recommend that:
a, XCBS publish, at least annually, i^pecJal mlnl-reports and projections on
the relative status of women and men In education, both aA students and em*
pi03^ees. In addition, NCBS' regular reports should include separate chapters
comparing data on men and women.
NOES.
bt Program data appearing In annual reports Include participant data by sex.
See 24(a).
e. OPBB and Its equivalent In N'lB Include In their evaluation and planning
studies special sections on the impact of program on the sexes.
OPBE.
NIB--Plann!i)g and Evaluation Staff.
E<iUAtnY rOR WOMEN AS A PMOWTY
28, We recommend that equaUty for the sem in 'education be declared an
official priority of both OB and NIB. In line with that priority, we recotnmend
that :
a. Implementation of recommendations be tracked through the Operational
Planning System at the Assistant Secretary or Commissioner/Director level
ASB.
Commissioner of Education,
Director of NIB.
b, At least 10 percent of the appropriations for the following programs be
apent on projects which make a special contribution to equal educational op-
portunity for womett :
B4imH6n Pr6^^^ and F and MuccU^^
the Handicapped Act, Pari D
Funds could be used in projects which advance women in school admlnistra'
IX, train teachers to avoid sex bias, train administrators on Implementing title
IX and train teacher trainers to sensitise teachers to sex bias.
Higher Education Act, Title IT
^^lnds could be used In projects which advance women In library admlnlstra*
Hon, support workshops on unsexblased materials and assist librarians in build-
ing collections relating to women's rights and women's Issues,
Vocational Education Act, Part$ Of D and J
Funds could be used In projects which study the obstacles to women's full
participation in all areas of vocational education, demonstrate approaches to
breaking down sex stereotypes in vocational education md develop curriculum
materials which counteract career sex stereotypes.
Pund for the Tmprovement of PoJii secondary Education
Funds could be used for experiments in academic and vocational education
with a potential for expanding edncatlonal opportunities for wom^^n returning
to school or work after several years* absence.
Civil HiffhU Act of mi, Titie IV
Funds would be used to assist sex segregated schools in desegregation.
116
aXAFF EDUCATION
49. W6 recommend that OB and NIB undertake to educate their own &taff«i
to avoid sex bias in agency operation and program management. Speclficallyi we
recommend thatt
ft. Briefings tor aU supervisory staff be conducted on the Implications of Title
)X and other sex discrimination legislation for OB's and NIE's program
operations,
b. OB and NIB arrange for training programs to create employee awareness
of sex biases and their influences on the actions of employees*
Commissioner of Education.
Director of NIB.
WO^t£N*S ACTION omCE AND AOVZSORB
30. We recommend that both OB and NIB establish a Womett*s Action Office
to see that steps to improve the status of women both inside and outside the
agency are carried out smoothly and expeditiously. Specifically, we recommend
that:
a. theise offices serve as a continuing source of advice to the Commissioner
and the Director on progress towards that goal and on new steps needed to help
women secure equality In education and In the Federal education agencies.
b. These offices report directly to the Assistant Commissioner for Special Con-
cerns and an official of equivalent stature in NIB and absorb the functions of the
Federal Women'ii Program Coordlnatpr.
0. The following organization for the Women's Action Office be developed:
Director, Women's Action Office
GS - 16 ,
1 Secretarial SUff
Associate Director
for Equal Emplo/nent
Assoclati Director
for Program Policy
GS - 14
GS - 14
3 professional staff 3 professional staff
i secretarial staff 2 secretarial staff
NIB would have a smaller staff consonant with the agency*s present size.
Commissioner of Education.
Director of NIE.
31. We recommend that both OB and NIB convene an ad hoc committee by
advertising for people interested in helping In the selection of the Director and
Associate Directors of the Women's Action Offices. These ad hoc committees
would be no more than 15 members^ elected from Among the original volnntoera.
These committees would draw up criteria for the selection of the Director and
the Associate Directors and identify and recommend candidates to All those posi*
tlons. Upon final selection of candidates by the OB Commissioner and NJE Dlree-
tor» the responslblllttes of the ad hoc committees would terminate.
Commissioner of Education.
Director of NIB.
32. We recommend that Women's Action Adrisors be designated throughout
the agencies to link program policies and employees with the wrk of the
Women's Action Office. Specifically, we recommend that?
a. On a continuing basis, Advisors work with the Women's Action Office
in carrying out their mission throughout the agencies by recommending prior-
ities for action, reviewing program and employment activities affecting
women tind keeping communication channels open between program officials
and the Women*s Action Office.
b. Advisors be designated by the Directors of the respective Women's
Action Oflkes.
euU6fl^^^**^*^ b« w«ular employwtr, released part-time from their regular
Jt h^HJ^RJ^^^^^^fi^^ eautvalent in NIB have at lea^t two Advlsora,
i^ilffArlSiti^JlL*^^^ one for programs. OB should have one
t^kil^X^rSa^^s'^l^ eniplOTttent tor every 200 people In a deputy«hip,
<MB<5. of the Commto«l<mer combined with the Deputyehlp for
SS'I^.WSS^.^W^.^^^^ Advisor concerned with pro«^m poll?
l^l^If^*^ *^ three promm Depntyshlpe. Accordfng; to^B^
current ata«ng» that would make a total of 24 j NIB Advisors \ouW l)e
choeen in a compawble matiner.
Oommioirlo&er of Education.
OB Peputie*.
Director of NIB,
NIB Depottee,
sMDctAt pouor POSmONB
We recommend that OB and NIB aiibstantlalljr increase the proportion
Of ^men advising on th$ operaUo^ of OE programs. Speclllcany, we wommend
a, All NIB and OB recommendations for advtso/y councils and special cbm^
wia^ona aim to bring the proportion of women on each to tK) pei^cent.
Oonunissloner of Education.
XMreotorofNIB,
b. The lam^ goal be set for the appointment of women to program review
ginela, onWde ^^valuatlon teama, technical asal$tance peraonnel and coneultahta,
ureau chief a thpuld be reaponslble for approving these appolntmenu to see
that goals are being met. In addition. OB and NIB sl^ould adopt a stkn^^^
for compensating consuiunts, regardless of salary, eiperlence or other con-
„ siaeratlo,na<r^''i'- ■"
S^i'f^}K^?^^ approximately W percent female. OB and NtB staff should
avoid deflnlng criterk f^r task force membership so that a predominance of
men must be cbostn. Bureau chiefs and Deputies should review and approve task
forcemetnbefshlptoseethatgoaisarebeingmet.^^^^^^^ ^^^^^
08>Depcttles,
OB Bureau Ohlefs.
NIB Deputies,
«AJ??^^ /^^*ft Deputies report quarterly to the Commissioner M
Bdu(^!tion aud to the Director of NIB on the male/female makeup of all review
pai^elSft optslde evaluation teams, technical assfst&nts, consultant! and task
foi^c^ ■
Commissioner of Bducatlon.
OB Deputies.
OB Bureau (^Mefs,
Director of NIB.
NIB Deputies,
Apfundix 0.— Uif rrs Amcm> bt Task Foscb RccoiiucNDAnoNS
HEW UNITS
Assistant Secretary for Education 6(a), 10, 11, 15» 28(a), 33(a).
Commissioner of Education 2Cb), e(a), 16, 28(a), 29, 80, 31,
. _ 82, 8d(a,d).
Dlre<itOr of NIB. B(a), 15, 28(a), 20, 80, 81, 82,
83(a,d).
Omce for Civil Rights 8, 12, 18, 14, 16(c) .
Assistant Secretary for Plauning and Bvalu^
atlon • * 8.
117
orrzcc or bovcation
Deputy Cotmut88loner for School System^.. 2(a), 8, 15, 82, dd(b, c, d).
Bureau of Elementary and Secondary
Education .... * a8(b,c,d).
Blem.enUry and Secondary Eklucatlon
Act:
Title I (Educationally Deprived
Children) 1(a), 2(a), 24(a), 2T(b).
Title III (Supplementary Centera). 1(a), 2(a), 8. 7, 17(a), 18, 24 («, b,
c) , 27(b).
Title V (Strengthening State De-
partmenf* of Eau<:AUon) 1(a), 2(a;, 3.
Title Vn (Bilingual Education).. l(a),2(a),8,7,24(a,b,c),27(b).
Follow Through l{a),2(a),8,7,:»i(a.b,c),27{b).
Impact Aid:
Public Law 871 (Maintenance/Op-
erations) , 1(a), 2(a), 8, 24(c),
Public Law 815 (CoastrucHon)--- . 1(a), 2(a), 8, 18(a), 24(c),
Bureau of Education for the Handicapped
Education tor the Handicapped Act; 83(b,c.d),
PartB (State Or**nta) 1(a), 2(a), 3, 18(a), 24(a, c), 27
(b).
Parte (Special Target Program).. 1(a), 2(a), 8, 7, 18, 24(a, b, c),
77(b),
Part D (Training) 1(a), 2(a), 8. 0(8, b), 7, 17(b), 18
(a) ,19(a),20,24(ai b. c, d), 27
(b) , 28(b).
Pan E (Research/Demonstration). i(a). 2(a), S, 7, 17(a), 18(a),
24(b,c).
Part P (Media Servlces/Capttoned
t>^^^^K--rrr—r"^\-:i7: i(a).S(a),3,4(a,c,d),7,24(b,c).
Part O (Special Learning Disabll*
. M^^^^K';^—Jl-r. l(a),2(a).8,7,24(a,b.c),27(b).
Bureau of Bqual Opportunity 33(b, c, d).
Emergency School Aid l(a),2{a),8, 7,24(b,c).
Civil Rights Act J
Title IV (Desegregation of Public
Education) 28(b).
Deputy O>mmlsstoner for Occupational and
Adult EducaUon 2(a), 8, 15, 82. 83(b. c, d).
Vocational Education Act :
Part A (Special Needs) 1(a), 2(a), 8, 5(a. b), 18(a),
24(a.c). 27(b).
PartB (State Grant) Ids), 2(a), 8, 5(a, b), 18(a),
ld(a), 20, 24(a,c}, 27(b).
Part 0 (Research) 1(a). 2(a), 8, 4(a, d), 5, 7,
17(a, d), 18(b), 20, 22
24(a, b, c), 27(b), 28{b)«
Part D (Exemplary Programs) 1(a), 2(a), 8, 4 (a, c, d), 5, 7, 17 (a,
d) , 18, 20, 24(a, b, c), 27(b),
28(b).
Part F (Consumer/Homemaking)- 1(a), 2(a). 8> 6(a, hh 18(a),
24{a, c), 27(b).
Part a (Cooperative Education).. Ka), 2(a), 8i. 5(a, b), 18(a),
24 (a c» e), 27(b)
Part H (Work Study) 1(a), 2(a),* 8. 5(a. b), 18(a),
24(a,c), 27(b).
Part I (Curriculum Development). 1(a), 2(a), 8, 4(a, c, d), 7, 17(a),
24(b.c),2d(b).
Career Education Model InsUllatlcri.. i(a), 2(a), 8, 4(a. c, d), 6, 7,
17(a, d). 18(a). 20. 24(a. b. c),
27(b),
:RIC
118
AduU Ed()<>ot!on Act :
Uhints to States Ka), 2(a), 3, 18(a), 24(a. c).
«7(b)i
Teacher Training l(o), 4(a), 3, 6(a, b), 7. 18(a),
c , . « I . 10(a). 20< 24(0, b, c, d), 27(b).
Special Projects ' ^ ' ^'
Manpower Developuiejit and Training
Deputy CommlMloner for Higher Education. 2(n), 8 16, 82," 88 (b'fd)'.' '
Bureau of Higher Bdueatlou 83{b c.d). ^
Higher Education Act t ' ' '
Title 1 (Community Service and
Continuing Education) Ka), 2(a), 8,7, 18, 20, 24(a, b, c),
Title III (Strengthening Developing ^'^''^*
Institution*) 2(a), 8, 7, 18(a), 18(a),
Title IV (BdUCQtlonal Opportuulty
''pl.i^-^mii)-::: j;a")\'2^Kb.?off;,Hj4.2l(b1!^''^'
(insurud Student Loans).... K^)^. 2^(a), 8, 19(b), 24(0, c,d. e),
(Direct r-oans) l(a),2('a),a,l0(b),24(a,c,d,e),
27(b)i
(Cooperative Education) Ka), 2(a), 8,7, 18(a), 24(a, b, c),
27(b).
(Students from Disadvantaged
Backgrounds) - Ka), 2(a), 8, 7, 18(a), 10(a), 20.
Title VII (Construction of Aca- ^<«'
demic Facilities) ^ Ka) 2(a). 8. 18(a). 24^eh
Education Prcfewlons Development ' ^ '
Act; Part B (College mgonnel
training program) 1(a), 2(a), 8. 6(a), 7, 17(.b),
18(aj,^10(a).20. 24(a» b, c. d).
Bureau of LIblrarles and learning Re- '
aources — - 83{b,c,d).
Library Services and Construction Act:
Title I (Grants for Public Llbrar-
J.?®^T":^--7"-:r-r l(a). 2(a). 8, lS(a), 24(c).
men (Construction) Ka), 2(a), 3. 18(a), 24(c).
OntJe III (Intcjlibrary Coopef-
eratlon) 1(a). 2(a), 3.24(c),
Elementary and Secondary Education
Act: Title 11 (School Library Re-
sources) . l(a),2(a),8.24(c).
Higher Education Act :
Title 11 (College Library Re-
soixtc^a) Ka). 2(a), 8, 24(c), 28(b).
(Librarian Training).... 1(a). 2(a), 3. 6(a. b), 7, 17(b),
18(a), 19(a), 20. 24(a. b, c, d),
27(b), 2d(b).
(Library l>emonst ration) . Ka),2(a),8.7,24(b,c),28{b)i
National Defer^se Education Act: Title
III (Equipment and Minor Hemod-
eling 1(a), 2(a), 3,24(0,
ERIC
119
InitUute for Interaatfooal Studies 83(b,c,d).
Kattonal Defense Kducatlon Act
Title VI (Unjp.mge Training nnd
AreaStudle8).i 1(a). 2(a). 3, 0(a)» 7» 18(a), 19
1. tu * t..« . . (tt), 20, 24, 27(b).
Fulbrlght-HaysAct 1(a), 2(a), 3, 0(a), 7, 18(a),
, ^ , . , ^ ld(a),20,24,2T(b).
peput3^ Commissioner for Development— 2(a),S,15,a2,33(b,c,d).
NV.flonal Center for the Improvement of
Educational Systems 33 (b, c, d).
Education Professions Develo);>ment
Act;
Part A, Section 604 (Attracting
persons into the Field of Edu-
1(a), 2(a), 3, 6(b). 7. lT(b),
18(a), 19(a), 20, 24(fl, b, c, d),
27(b),
Pan B-2 (State Grants) 1(a), 2(a), 3, 17(b). 18(a), 10(a),
« ... 24(a,c,a), 27(b),
Parte (Fellowships) 1(a), 2(a), 3, 6(a, b), 7, 17(b),
« ^ , ^ , * 20. 22, 24(a, b,
Part D (Personnel Development)- 1(a), 2(a), 8, 8(a, b), 7„ 17(b).
18(a), ld(a), 20, 22, 24(a, b,
c,d), 27(b), 28.
Part F (Career Education Person-
nel Development) 1(a), 2(a), 3. 5, 6{a, b), 7, 17(b),
18(a). 19(a), 20, 24(a, b, c, d),
27(b), 2a(b).
Elementary and S?condary Education
Act: Title VIII (Dropout Pre-
vention) 1(a), 2(a), 3, 7, 18. 24(a, b, c),
27(b).
Center for Educational Technology 1(a). 2(a), 3, 7, 18(a), 24(b, c).
National Center for Educational Statistics. 2(a), 7, 8, 0, 23» 24 (b, c), 28(c),
Other ProgramB:
Drug Education 1(a), 2(a), 3, 7, 18(a), 24(a, b, c),
27(b).
Environmental Education 1(a), 2(a), 3, 7, 18(a), 24 (a, b, c),
27(b).
Health and Nutrition 1(a), 2(a), 3. 7, 18, 24{a, b, o),
27(b).
New Programs : 1(a), 2(a), 3, 24 (c).
Higher Education Act :
Title IV (Institutional Aid)
(Ball Out) 1(a), 2(a), 3,24(0).
(Basic Opportunity Grants)... 1 (a), 2(a), 3, 19(b), 24(a, c, d, e),
27(b).
( State Student Incentive
Grants) Ka), 2(a), 3, 24(a, o, d), 27(b).
(Supplemental EOO) 1(a), 2(a), 3, 19(b), 24(a, c, d, e),
27(b).
Title IX (Graduate Programs)... 1(a), 2(a), 3. e(a), 7, 18(ft),
19(a), 24(a, b, c,d), 27(b).
Fund for the Improvement of Post sec-
ondary Education _ 1(a), 2(a), 3, 7, 18(a), 19(a). 20,
22,24(a,b.c), 27(b).
Community Colleges 1(a), 2(a). 3, 5(b), 7, 18(a), 19
(a), 20, 24(a), b,c), 27(b).
RJC
120
Occupational Education 1(a). 2(a). 3, 4(a, c. d), B, 7,
17(a, d), 18(a). 19(a). 20.
t ^, ^ „ 24(a,b,c),2r(b).
^ Indian IMucatlon ; 1(a). 2(a). 8. T. 18(a). 24(a.b»c).
27(b).
Con>\un« Education 1(a). 2(a), 8, 7. 18(a). 24(a, b, c).
27(b).
Ethnic Heritage.-.. 1(a), 2(a). 3, 7. 18(a). 24(a.b.c)i
Deputy Commissioner for Manageioent 15, 3^^h(b, c, d) .
Office of Planning, Budgeting, and Eval-
uation ... 2(a),7,8.9,24(b,c).2(5.26(b.d).
Contracta and Grants Division L
Deputy CJommlsMoner for External ReJa*
noDS 10,15.82.33{b,c,d).
Office of Public Affairs 2 (a). 4, 7, 16, 17(c), 21, 24(b).
Office of Oommlttee Manp^ement 33(a).
Office of Legislation 18(a). 19(a).
Other Programs:
Teacher Oorpe 1(a). 2(a). 3, 6(b), 7. 17(b). 18.
, ^ , 19(a), 20, 24(a.b.c.d), 27(b).
Right to Read l(a).2(a),3,7.18(a).24(a.b.c),
27(b).
NATIONAt INSTkXUTK or EDUOAtlON
Counterparts to Office of Education Staff :
Deputies 2(a), 8. 15,82, 83(b.c,d).
Contracts and Orants Officers L
_ Planning and Evaluation Staff 2,7,8,9,24(b,o),25,26(b),27(c).
Task Forces ;
AppUed Studies 1(a), 2(a). 8, 4(fl, c. d). 7. 8. 9.
\ „ 17(a). 24(b.c), 26(a). 27(b).
Researcher Training.... 1(a). 2(a). 3, 6(a). 7. 17(b). 20.
24(a.b,c,d). 27(b).
New Initiatives-. 1(a). 2(d). 8, 4(a, c. d), 7, 8, 9.
17(a. d). 22, 24(b. c). 86(a).
27(b).
Career Education 1(a). 2(a). 3, 4(a, c. d). 5, 7, 15.
17(a, d). 22. 24(a. b. c). 26(a),
■ 27(b).
Dissemination 1 (a). 2(a). 3, 4 (a, c, d). 7. 24(b, c) .
Experimental Schools 1(a), 2(a), 3, 7. 22, 24(a, b, c).
27(b).
Field Initiated Studies 1(a), 2(a). 8. 4(a. c. d). 7, 8, 9.
24(b,c),26(a),27(b).
Appendix D.— Impiembstinq the Recommendations or the HBAV Women's
Action PaooaAM
The Women's Action Program Report, transmitted to Secretary Richardson
In JanuaiT 1972, contained twenty-one recommendations on Improving the Impact
of OE programs on women. Proposing ways to Implement these recommendations
is one of this Task Force's mandntCii.
Since January, some recommendations were Incorporated into new sex dis-
crimination legislation: a few others were Implemented by the Office of Educa-
tion, In the course of Its lnvesti/?atloi), this Task Force found that reor^nnlzlnjc
the remMnlng recommendations would faclHtate their lmplem*^ntntlon— espe-
cially where responslMHty for action Avaa not clearly delefcaled. and where
propoesd action was not explicitly detailed.
The foHowInK pages offer an ai^enda for Implementing the WAP recommenda-
tions. Task Force comments appear In Italics lieneath each WAP recommendation.
In the pendlnpr legislation for graduate study support, authority should be pro-
vided to Identify, periodically, i'peclflc subject areas of need for doctoral training.
Ilwrultment effortl In tbm fields ibotild partlcuSftrir wphasl** the entoHment
of women $n4 wlnoH le« (m Tl In WAP Report),
Rec^mmendMloh concerw equallMng the prdportloto of men ani wom^n In
an levels and \n an areas of edudatlon through tralnliur programs. 8e^ page 40,
The program giildeMnca for Higher Education Personnel Fellowhlpa ahould
wntlnue to enjphastw fellowship projects for women among the high priority
areas for fundlug. logtieuilons should le encouraged to develop ei^tnplaryi repli*
cable programs designed to meet the needs of v^omen i e.g., i)art-ttme programs for
older woti^en, Support on a muUl^'esr lasls could provided to Interested, ato-
proved applicants to develop and Implement oiperlmehtal programs to attract
women to ^Iradltlonally wale*" fields (s^ page 71 In WAP Report),
Recommendation #6 Includes attracting members of one b^x to fields tradl*
tlonally dominated bT the other sex.
Recommrendatlon #18, 20, and 21 address the problems of women returning
to education.
Recommendation #10 covers promoting part-time study opportunities.
Recommendation #28b covers a 10 percent set-artde In selected programs
to be spent on projects making a special contribution to eQual educational
opportunity for women.
Program regulations should state that sex should not be a facto*' In admission
of participants to projects. This procedure would apply not only to new projects
but also to refunded projects (see page tl WAP Report).
Title IX of P.L. 02-318 prohibits this kind of discrimination.
Recommendation #1 deals with Including a statement on Title IX In
program regulations.
The ethnic group and sex of applicants for and awarders of fellows!ilp8 should
be reported. Recruitment procednres t^hould also tie described (see ttege 71 In
WAP Report). ^
Recommendation #2^d requests Information on the sex Of applicants and
awardees of fellowships.
The rept^entatton of women oU the National Advisory Council on the Bduca*
tlon Professions should be increased (seepage 71 in WAP Report).
Recommt^ndatlon #$3 concerns increaeing the memhershtp of women on
advisory councils tn 60 |>ercent of the total.
The Office of B)ducatlon sl'iould consider development of an evaluation pro-
cedure for determining the impact of on going continuing education programs for
women, including course offerings, availability of course credit, transfers of
previous credit provision for part-tlm0 study» counseling services, types of instruc-
Hon methods and ti>aterials, financial aid opportunities, providing of child care
services, relationship of continuing education program to sponsoring institution
(see page 71 in WAP Report).
With initial ^1nding from HKW's Office of Planning and Evaluation, OV
is administering the pilot phrse of a study intended to gather data on
v/omen's difficulties in securing access to continuing education. This study
was inffiated at the request of the Women's Action Program.
Recommendation #25 covers evaluation of the impact of OB programs on
women.
The Office of Education should consider sponsoring an experimental adult
learning situation for women to determine motivation to learn, effective means
of instruction, pertinent instructional materials, and effect of previous non*
academic experience on self-conoepts and approach to leartiing. It would in«
corporate features such as resource centers on available opportnnules f or women,
child care facilities, course work credit for relevant honacartemlc experlen^
fiexit>le curricula to meet specific needs of ethnic group women, procedur to
alleviate or ellmtnute administrative encounters with institution (see page 72
In WAP Report).
Recommendation #2 includes providing information and technical as-
sistance on Title IX and Its implication to State education personnel and
others.
Recommendation # 14 instructs the Office for Civil Rights to tVork directly
with the states to overcome preseht ine<iulties.
Recommehdation # 83 addresses increasing the meml)ershlp of women on
ndtlflory conncllii to fiO percent of the tofai,
The Office of Educattoh shonld consider re<)Uestlng a legislative amendment
wWch speclficj* that for a state to Ik» ellglMe for federal assistance for vocational
education, it must sulmilt for approval by the Office of Education a fire-year plan
bSJjwO v«**l«>n«^ education programs fof boUj.wxe* (aee pajfe 78 la WAP
TiuTiX li' submitting as awuraac© 6* compJIaaw tb
o Includea eliminating stxlsm In career pr«i>aratlon.
page 40.
irt^i, ^iS'^luf ^^^^^^ the Mtent and type ofpuWlc echooj courses
limited predominantly to one sex or In which one gex Is given preference. Tie In
with eaforts jMt beginning In the OlBce ot ClvU Righto to collect vocational educa-
tloa enrollment by race, so that »e» i» eollccted simultaneously/Include proFrams
?iSLii!T*l"i "^on?*"? schools, poat-aecondary Institutions (including trade and
n!5i"iS,*A,ra.'?i ««>d community collegw, MIWA programs: etc.) {see
PflfTO in WA" K^pOH) •
KecomweodiiHon # 28 iaciudes acquiring enroHm^nU by sex in wch $ul>-
_ Rewmittettflatlon # 28 Included a recommem^atlon to collect enrollment
dau by m for InsuTutlona offerlni vocational location.
The Office o^JMocatlon ahouW analyw data currently available from auch
SJ!i!:j^.^*t.**^^""^^P ^5''-^ Vocational and TecbnlwirBducallon and the
S/^#*.S?!fi*":^"^^ ?J^^l^^ for colMlon of Information needed to pinpoint
are^t of $e3t dlfcrlmlnatlon in vocational education, including ; . *
Reglpn. dewMMpbl/* characterlstlca of Inatltutibna, level of Inrtructloo.
ethnicity of studenU enrolled (full-tlMe and part tlme) : ««rucuoij.
Bet-typing promoted by luiitf uction j
A IS?!Xt'^? expected^larys growth potential, and Job market ? and
Attitude of co«n*clpf»» teachers, administrators, parents and atudenU to^
ward IntegraUriff coumc; atid Institutlona (aee pagea 7^ in WAP Report),
^.^f^^*"^^^*^^^!^.^^ ^!*^^^*^^^ a ifecomm^tidaUbh to collect enroUment
data by sex tot eftcb type of vocational inatltution; -
Recommendation # M includea acqulribg information on secondary achool
enrollmenta in vocation delda by sex* -^^^^^ uu^r^wQw*
ReeommendatioM # 26 includea analvsJa of the impact" of set diacrlmlna-
tlon In each progranj ar^. plff^^^ in expected aalary and growth po-
teniial would b^ explore, ^ .
Recomm^ndatloia # 26 Is concerned With the effects of ^ttttudeft of school
The pfflce of Education, }n developing new curricula and instructional ma-
iVi^^^ ^^^^^^ edU(»tloi). Should pjaiee emphasis on *'de.aexln^» instruction and
SO Wlp^eSSr^^^^^^^^^ both sexes In all courses and schools (e^ jige
Hecommertdatibn # 5 includes Involving students of both sexes in all edu-
cation activities. .
Recommendi^tlon # 4 Includes insuring that aU ihstructural materlala be
tree of sex biases. ^
^u^^^i?A^^^^^st fpsterltig educational approaches; whlbh en-
courage Alldren of both sexes to explore new roles.
Recommendation # 2S covers a 10 percent set-aside in selected programs
to be spent on pfojects making a special contribution to eoual opportunity
for women, > ^ « *
^ Recommendations #18, 19, 20. and 22 include the support of projects for
WOjQ^en returning to education. ♦T'
Recommendation #a8b covers a 10 percent set-aside in selected programs
rmT^'^ST^^^il?*^^?* * special contribution to equal opportunity for women.
The Office of Education should consider conductln7a studTto :
, (1) determine t^jcher. counselor and parent attitudes arid expectations con-
Uo?s /nd ^ and females in elementaiy, secondary, and post secondary instltu-
(2) design model teacher and counselor training programs which create an
awareness of sex role stereotyping and sensitlee proi^pective teachers and coun-
selors to their impact influence on girls and women aud
(8) compare prpfesylonal counseling with peer group connsellng in changing
stereotjpped attitudes (see page 72 in WAP Report) ,
Recommendation # IT covers the development of materials on sex biases
In personnel training programs.
Recommendations #2eb and 2ed include several related RAD efforts.
Recommendation #28b covers a 10 percent set-aside In selected programs
for projects making a special ccmtribution to equal opportuutty for women,
i^fi^f -|.l«tl^lAti^^^ fthotiW b0 developed by the OfBce of Eduction epe<?lfylni that aU * >^
^^,;^^^-.^iAt^ .^^^.u^A ^..^41.^ jjji^ll conducted without eex
^ ^^^t^e IX, P,1U OJ-eiS proWWts 4x dUicrimloaUon In tocatlottal education.
■^^t^A:^^.^]ttii^ Oflee of Bducatioti ehouM eticoutufe state adW*>ry couttdls, within the
> i*etrictl<Ja of their tnebobership re<julreweht«, to Increaiie the number and pe>
^fc centaw of women membera ao as to better r^t>ond to the ne^a of women: State
iH coundia ahould be wwueated to aubmit to the Oomwiwfoher of Education a Mat
oi current members ahd their e5^ptr*tloiidate«V al'>tiii >?lth plaha for tSH^rultltig
> minori«eaahd\s^>men (aeopa*e7Mn WifR^rtK / . ..^
The Bureau of AduU» VoStloival ahd Technlciil BducallOtt in the Oflice of Bdu-
catton should coualder encouraging and 8Upt>orting atatee to eatabliifti training
projtama to iiierea^ the fikllla and Upgrade the atatus of houaehotd Mrorkors <6eo
page88lrt tr/ii^«ep<)rt>» " ,
fiinco the mld49eo'8 aonae $3 wlUion went Into MDTA demonstration proj-
ecta for women in household wo^rk. OB developed a training and admlaiatra*
tlon manual as a reault of thcao projecta. No hew efforts have been initiated
since the V^AP tteport was transmitted,
Success of these training programs U greatly hampered by tho ejcdualon
, of househ(>ld workers from the Fair tabor Standards Acti they need hot be
paid the minimutn wago«
Recommendation #2Sb Includes a 10 percent aet-aslde in selected pro^tams
which coWd fund projects In the area,
problems and needa of domestic workers should be scheduled ais an lasue
for analysis iii the PepiartmenVs planning guidance system. The analysis should
be conducted by the Social and Rehabilitation Service in coordination with the
OfSM of Education, the Social Security Administration and the Office of the
Assistant Secretary for Planning and Evaluation (see page 83 In W4P Repbrt).
Wo urge OK to cooperate with the Social and HehabiUtatlon ServlcO in
Itaanalysls. ' . /
The Offico of Education/through adult and continuing education programs
(Bureau of Adult, Vocational, and Technical Education), should broaden oppor-
tunttle;! for older women to participate In career education program9» expanded
offerings In history, economics, literature, art, music and the crafts should be eu*
couraged. Any special courses for this age group should be free or moderately
priced, and adapted to the needs and interests of older women. The expanded use
of radio and Tv programming/particularly during the day, should be encouraged
to reach older women in their homes or other residences (see pages 8^-00 In
H^4P Report). . , ^
Recommendations #18, 10, 20, 21 arid 22 refer to women returning to edu*
catton. ' - . " ^ ■ ; " /: ■ . ' . ^ . . • . , ' '■
Recommendation #28b covers a JO percent set-A^lde in selected programs
to be spent on projects making a Bpedal contribution to equal opportunity for
: women.
Mr, Hawkins. Dr» Sandler, «tgftin, we wish to thank yon for your
: testimony this morning. ' ^
Tho next witness is Dr, Nancy Schlossberg^ Office of Womon in
Higher Education, American Council on Education.
wo welcome yois Your testimony will be printed in the record^^t
this point, ,
You may proceed to summarize from it or deal with it as you may
desire,
[The statement referred to followfii :]
STATCMBNT of nancy K, ScntOBSBERO, AmEEICAN OOtNCIL ON BpuCAT|0« ^
Mr. Chairman and members of the committee i I am Kancy K. Schlossl^rgi
Dlrwtor of 1hc ft^w Office of Wonaen in Higher lEddication at the American
V- CouncU on Education. Until June of this year, I was Associate l^tf^t of
y Counseling and Guidance ft t Wayne State University, Chalrperfw>n of the Ck>m-
? million on the Statue of Women, and the ele<^ted Ohalrtler^oh of the Coljegfe of
n Edttdaflon i^culty. 1 am tejry grateful for this op^^ortunity to apge^f b^fot6
you on behalf of the American Oouncll on Educatlobr-a couucU of IM natjomil
and regional education a^oclatlona and l3Wr lhatlttitlons of higher edticatlOtt.
124
-.ife"*"*"^'"? **''**^J <*»wu»h gradtutte education, our educational *y»tem U
Eiii? fi f^ifl "15""' M»P;tUatTn« rigid sex rolea for men and women which
#A? »wi .?»f.i^ij;'t^ c**"'?* 8«e«. The reason*
•^fnJiin-' a^*"°" "'^ complex and therefore require broad-guaged
S^Ju-'iSS!-*^^^ proposed AVomen'a Educational Equity Act of tm will enable
^Sd f7.«f»v'il^"ff,?,»''fS'1'"*»' °' govenioni; administrators, rtudenuf
moblHie their resources to cliange the situation. This Act wlli
KS^Sif^kuS - S?^ ^' vtotaen, Inasmuch as It will provide funds for educational
mf* Enl'^i will allow all students to develop as Individuals with open options,
wi SMucation proposed bill are fully endorsed by the American Council
tHt nUb m SPECIAL «0RBT8 »B WOMEN tit EOtJCATION
i.tS?f#}Sm",^»^^^115'^ "i**^" V"' 'P*«**' """•^y* for womtnl My answer
fikfS K^fS^,!^^"'*'' sub-groupe on university campuses. Any group
vis b?i»J Tr.^«,2fn S'*"^" "different from -'the majority" needs special
vilv;i 5V.^2'ifi?'"P ?• ^ o^er, Who were undergraduates at
«5^'lfi ^'^IT^y* expressed over and over the need for « special coun-
wling and placement center for themselves. (Kancy Schlossbert "Mult Me^-
Comniuters on residential campuses express the same needs, aS do black* at
wh to unlversltles-and this list could go on. Special seiMcw art not nw^M-
f?A'°"^*'' definitely needed as a vehlcraUiKe grouTL qSS^
t^il^^^Z. "^3?"**^' ♦''^'«" 0' trying out untrad tlona nintes that women
1 bave counseled expressed, the anger that individuals feel when flghtlM and
^« tt'ii'f!li?'„S".?*"t7*'' are testimony to tho need fors^lafStlon
tJPS? 115* »*fo'*,u> Ifl: How could funds generated by thla^lH be used to
l«*m.?*"^'""*"'' opportunities for women? My remarks will be address^ to
vocational counseling. Many women counselees report on the negative Intoact well.
meMln* teounselors lave had on their career development! In^y M«n?*xSeri
X^i'^«'^S^''i?2^'f A'*****"**/ * widow from enSg dehW
SS^V.'Jl "Odergraduate woman from majoring In engineering, a high school glt»
•'^^".^ classes In science and math.ljoujiselor bl« Is certaftfi^
wrtnKl^m'S*^^ enter a "feminine" profession like nwidng
m6mtel?iL*'^'r'lJl'''*"'*«*? by many counselors. Likewise, minority group
wori?o?wMk ^ counseled to be "realistic" about their place in the
COimtetorBhi
#JJa- ^^'^ counselor bias. Professor John Pletrofesa, Associate Pw-
fewor of Educational Ouldanco and Counseling at Wayne State University.
5Zȣ.i5!'??***' Interviews between counselor trainees and a coached female
5^^^L*5^^^^""'^' P'^.^"* anJyer««tyvThe coached counselee presented herself
5 ?l^'"'.'?'^'^^*2.* engineering, a "masculine occupation," or education.
"fx2"^"PS."**?;\^<='' interview was tapc-recordcJ. The results of this
etudy pointed to the high degree of counselor bias against women's entering a
wVT"^ counwiors displaying as much bias as did men.
. S^fS» 'iu^'f''*.^ ^^•'IS?.^ w'^'"*" counselee been older, married,
and a mother with family responsibilities. • •
_Federal funds could be put to highly productive use in the area of counselor
training and re-tralnlng. The implications of such studies for counselor training—
both new counselore-ln-tralnlng and those already practicing— are several! ac-
.*SPii".^ counselor bias as a fact, counselor education programs must attempt to
bring It Into the open, so that counselors are better able to control biased feeling*
and to remove them from their counseling. For example. Dr. Pletrofesa and I
have Implemented a four-pronged twining model, the goal of which Is to enable
couraelors and teachers to participate with their constituency In an unbiased
fashion. The model Includes the following components which can be adapted
to specinc settings ;
1. Expanding the cognitive understanding of counselors regarding the role of
women through lectures and readings.
2. Increasing counselors' sensitivity to sex bias through group techniques
8. Promoting the acquisition of unbiased skills among counselors throuA audio-
video taping and role playing.
g|; i lf;<>«tering tklii deir>U)Pmenk in protiram pUnnlng and implemt^hUtion dmotn
counwlow thix>ugh tutorial projects* .
i .T^^* ?PP*?JS^ In UMd on M boura of t«ilntng-.an Intensive one-week period
foUoweq by 16 houte o( foUow-up aesalons during the mt.
M^i'ftl £utJd« could be weU-u«ed to develop other modeU in . service training
programa. Theee models could be demonstrated at conferencee to guide repreaenta*
H?e« In aetting up almliar progrania when they retam to their own InstUutlona
and/or commiinltlea. Money could further be uaed to aend consultanta to Indi-
vidual InatttutlOiU) to develop and implement In-aervlce counselor training pro*
grains, ■.
msiEn covifettiKo MAtEftiAta
When; discussing counsotor biaa, it is esaentiai to examine materials which are
eommonl/ uaed and relied upon in the counseling tntetvlew: Such niateriaU
frequentl/ reflect stereotyped roles for men and women, contain biased aiatemehta
which could leaid a counselee in one direction rather than another, andr,dect the
past rather than the future by reinforcing outmoded Icleaa of "women's place*'
and "men'a place/' Despite the growing awareness among leaders in the area
of tests and measurementSi practitioners— both men and women— are o^teh un-
aware of the mual btaa inherent In the major Interest inventories as preaeatly
constructed. As Illustrative of the general problem, I will discuss the one interest
Inventory with Which I have been personally involved— the Strong Vocational
Interest Blank (8VIB), one of the best Inventories available. Jane Goodman, a
doctoral student at Wayne State, and t identified three major weaknesses of the
SVIB: _
First, separate forms exist for men and women. The man*s form lists &d occu*
pations for men only» implying that women cannot become authors, journalists,
or Physicists, for escample. Likewise, the w^omen's form lists 37 women-only occu-
pations, implying that men cannot become elementary teachers, art teachers, or
medical technologists, among others.
Secondly, if the same person, either male or female, takes both forms of the
SVIB, the proflles will b^ dramatically different for two reasons. The first is the
different occupations listed for each sex. The second Is the dififerent scoring re^
Qulrements for an occupation, even when listed on both forms. For example, a
woman who scored high on the women's profile in the areas of dental assistant,
physical therapist and occupational therapist scored high as a physician, psychl*
atrist, and psychologist when she took the men*s form,
Thirdly, guidelines in the manual and handbook suggest to counselors that
many Women Will Score high only in certain **premarital occupations/'
Thus, in the alternatives provided for men a^d women taking the test, in the
method of scoring, and in the manuals available, the SVIB consistently limits
occupational choices for men arid women, to Ute detriment of both.
Presented with the findings of our study, the American Personnel and Oald<
ance Association acc^ed ot>r resolution that the Strong test be iirevlsed, and a
revisl<»i is currently underway. Howeven the revision is iricc«nplete, since f^nds
are not available to develop new norm groups for each occupation included In
this Inventory. Addltlml funds are essential to insure a satisfactory revision
of this instrument/ and this legislation would be an appropriate vehicle to sup-
port the endeavor, Cleariy, further studies and wvlslon of all guidance tests,
materials, and occupational information Is called for. Funds generated by this
bill could be used to bring together test-makers and practitioners to discuss the
sexual and radal bias of certain widely used standardised tests and to consider
ways to remove such bias. Funding on the scale which Is necessary Is not cu^
rently available. As Nancy S. Cole, Director of Test Development for American
Ck>llege Testing, writes:
. . • a number of questions remain about the use of present inventoried With
women considering vocations not tradltionaUy associated with women. When the
results of Inventories center around women's occupatlcmal scales which have
necessarily been limited to traditional women's occupations, the result may be to
limit consideration to the occupations presented althouid)^ In fact, the options
may be much broader. (Kancy 8. Cole, ''On Measuring the Vocational Interests
of ViTomen/' ACT Hmarch Htpori, No. 40, March, 1672.)
WOMEN'S OENTCES
In addition to training unbiased counselors and developing tinbiased counsel*
log materials, women today need special counsdlng/Fo^ example, counselors
126
5Sf5li^^fe ^iSll'^iS? t^hftt wchologist Matlna Horner has called a woman**
*m6Uw Mrold «tJ<ww/' ^
..J^^^S-L^^ff*^ l8 caught In a double bind. In testing and other achievement-
trthl ^-iM^'i^ she worrlea not only about failure, but also about wice^ito.
it living up to her own standards of performance j if she
i l^^i"^ "PJ^ societal expectations about the female role. Men
^^^^ ambivalence, bj&cause they are not only
J^^Srt'Xp^^i*.^^^^^ Homer, ^'Women's Will
^^J5?i"^ P«/chology Today^ March, tm, pp. )
^iSfl^it? (^''■P^^al counseling is documented by the phenomenon of women»«
SSitili??-/^^ have mushroomed from one In IWO to over 400 today, They are
developing In an ad hoc fashion, and usually on a shoestring budget, on many
S$"hW.!f T*,*^? Vnited States. These women's (inters serve Wde variety
of functlon^ including ! academic covuiseling and advice for women planning to
5^?/.i«i^i*?i,l^^®^r education? coordination of information on educational
pi^rtunltiea in the center's geographical area ; compiling data on courses relate
ilJ^^^Ji^i^I^^^^^ ^^^^ ?' women J explanation of career and
job opportunltlee for women, particularly fn areas tradiaonally doe^ to them;
discussion groups concerned with problems of special Interest to Womeni con-
sclousness-ralslag In order to gain new concepts of self-wotth and new aelf^t-
pectatlons In the world of work. Clearly, Such innovations— Including attention to
older women, continuing education- and new motivation to meet changing sex
fSr*r?^"''®i??f counseling and counseling training. Women's centers
tnemseuee^ offering the necessary atmosphere for supportive counseling and
encouragementt need to be funded and further developed and eipanded.
Th6 strength of this bin lies in its potential for pWMncting numei^us stratedea
to ensure that opportunity for equality will be matched by motivaUoh for eoual-
lly among women Of all ages and classes, EquaUty of women and the end of
stereotyped sex roles will liberate men as much as womea The goal i$ to develop
htt5aan beings who are free to act In ways that are appropriate to their Interests
and their values^not their sex.
ThfciA you very much for the opportunity to appear before your committee. !
will be haw>y to answer any questions.
A FaAMiswoRK roa CoVNanUNO Wok£N
Manv adult women have secret dreams they have harbored but never expreeeed,
vague fee«ngs about wanting to do something but not knowing what, fnis-
tratlona about their inability to advance In their flelds, and dissatisfactions with
roles. But women have been limited In their declsioh-maklng
pos«bnities because of social limitations on their dreaming und because of
thedlfflcuUles in Implementing dreams that Include an achU^^^
Through .strateglea combining counseling, guidance, and sbcial activism; coun-
selors can be part of a liberating force that will enable women to expand their
hori^ns and implement their dreams,
THg D&aSI0N*llAKINO nUUCWOBK
Ail of us fantasire and explore the future. Some of our dreams turn Into
reality J others fade away. Tiedeman and O'Hara (1963) developed a decision-
making paradigm In which decisions are viewed aa having two major stages:
anticipation and Implementation. During the anticipation stage, one fantasTies,
role p«lys, dreams; in short, explores. Such exploring and fantaslilng are as
common for the mature woman reentering the labor market as they are for the
kindergarten girl playing house, hospital, or school. As the anticipatory stage
Individual begins to consider numerous alternatives, then stabllifee
her thinking on one of the alternatives. At this point the decision crystalllaes and
a choice is made.
The second stage require* implementing the fantashed choice. It begins when
one enters the new sysem ; that is, enrolls in graduate school, begins a new Job,
sees a divorce lawyer, moves to a new town. After induction Into this new system,
theindl ridual gains a sense of herself In her new role, leading to integration.
The counselor's problem becomes apparent when one looks at the decision-
making process in relation to women. The anticipation stage sets the param-
eters of choice for women. It Is no surprise to discover that women's voca-
tional declgions are limited, as evidenced by the restricted areas In which they
dream. We kjow that children stereotype occupations by sex (Schlossberg k
nir-'^* themselves as nurses and teachers, while boys see
'tb*ms«lve» m mechftnlc* and doctoi* If young children^ horlaons ar6 mtricied
W certain fields, If smi children m mothers fti cooks, cleA.neri, ond nurses,
Mi «*iJi^w as workers, doerd, afllPf^^^'^^^ can certainly see why voca-
tloWl decisions would be limited. thus» the counselor's first t^sk is to expand
hoHaons, to Open up tho ifrhole wotld— not Just part of it. - - . V .tk
Now to Implementation. Ono can dream of being a chemist— yet omy 10
rrcent of all chemists are women. Qrie cau dream of belog a dentist—yet only
percent of att denUsU are wom^n: One can dream of being a certified public
account^nt-^yet only 2 percent of all certiaed public acijountants are women..
One c^ti dr^ant being a professional of any klnd--yet only a small percentago
of all plfofe*tohiklaare women, the course is clear, the counselor's second task is
to help chlnio tho context in which women live, so ttat as dreams expand, so
will the iK^bllity of their implementation
SOMK EXAMPLES or tKTEEYtNTIOK
The Ttedeman-O'Hara paradigm provides a framework tor diagnosis as weU as
a framework for Intervention, The counselor can immediately assess whether a
person is trying to anticipate a choice or implement a choice. A woman with a
vague feeling of restlessness but no goals might need help In tho exploration
process. A wom^^n with two or three strotig Interests might need help in examining
theie aUernstlves, weighing them, specifying, and choosing, Women who know
what they want but are limited in implementing their choices pose different
problems. .
Illustrative of the early phase of anticipation are many women who come to see
counselors about graduate work. As one woman in this situation talked to a
counselor, it became clear that she wanted to be home every time her elementary
school chlldri&n were home. She was Implementing her decision to be a mother, as
sho defined It, and thia was the salient aspect of her life. She was, howmf*
fantasising about different wOrk roles for the future. Tho counselor clarified this
for her, thereby leglt^slng the exploration process. The client left relieved and
with the Intention to continue exploring her own identity and goala* ' ^ ^
The Continuum Center at Oakland university reaches literally hundreds of
women in the Michigan area through Its Investigation Into Identity program. The
underlying assumption of the program Is that many adult women are Confused,
ambivalent, and lied up and that focus on the exploratory, antlclpoitory part Of
the decision-making process Is a first step toward gaining a sense of oneself. The
fact that so many women have responded to this program Indicates the need
women have for clarification and exploration. In fact, this first step is a prelude
to the next phase i Implementing one's newfound Identity^ ^ > ; -
Illustrative of the Implementation phase is the case of a woman who graduated
at the top of her class In business administration at a major university. At the
time of graduation she had three-year-old twins and a five-yearK)ld girl. She had
been a part-time student with no academic problems. After graduation she
searched in vain for a part-time Job, After a year of looking She became despond*
eht. She was committed and involved as a mother, yet she had Identity needs
beyond her role as a mother and wife. The counselor In this case helped her
aggreft?ively open up options by selling a bank on the Idea of experltnentlrtg with
part-time employment, The counselor further helped her frame a case so that the
school of business administration would begin to assume a placement obligation
toits women students, . > ;
A final example concerns a black high school senior In the anticipation stage.
Because of her acad^c ability, her church awarded her a scholarship to enroll
In college. Although her parents and teachers urged her to accept the scholarship,
ihe felt hesitant to take It. The counselor's Job WQS to help the girl uncover her
real feelings about college, her fantasies about what she wanted to do with her
life. She needed help in crystallising and then specifying, It turned out that her
resistance to college was not based on fear but on the fact that she had her own
goals In mlpd. As a result of clarifying her feelings, she was able to becotne master
of her own destiny. She turned down the scholarship, aw)Hed to a business school,
and was awarded an Urban League scholarship. The counselor was able to help
this girl by understanding the choice process and its ramifications and by not
being hell-bent on pushing her to Implement something that was not her choice,
tH» COURSEUKO IU)U^A DtlXOATK BAUTfCB
$lnce many women are Hmlttd In their exploiatlons by social Impositions, (te
^"iaelor needs to go beyond the kind of counseling Just described. Women, like
?E&^iJ"**"* not mean tut evety woman must »»plteU) tntw "mai.
WBo are rre« to net in ways that ar« appropriate to their liite»«t« And their
SiittrSS /iiS^lA*^^; '^^^ '"t.'""? « woman ihoS Hot iSSfoffi
iSeAate"^^^ in the kttchen In the laundrj. room*. aodW
help women deal With their Mie« wd neede.
^^^SS.!^2£f?{./*/i?***°*^J'• f^'¥ «' achievement. Oomick (IWi; & M)
In this ftM. of Ui^ service to Quality and BeU-reallt&tloii tot all nuMnf^
'iJ^ !SI/AA*!S*£rf,"f ^^'^^v • • ^* contradictory mesM«« that the tin
Rai52?«f*v5i'.il^*H.*". '«>«J»" P«wnt», It that If ehels too ttiart,^
^''^^ «et married, 8i>ecnlaUon that the fnll brunt oJ antlety
SrfLl'S'fe*^*' «nd academic avcceM he«ln8 to fall apoh a woman SiodCtit alwttt
wjfTi*^ te^L^i'sf^i? ""wm »>/«*cciai itudisTioriSTtAnS o^^^w
jT. '9 woman ran«d from il k* « >9r^cent
In • •eyenth trade Junior high school samp e to a high 88 per cent in a-Mmnlft
of high ablUty undefgraduate Btndenu at a proVi^g WtertT^chOo^
wS2"S?fi^,!? "^th men and women to^Vtffi»nunianlty
Why «h«nl4 wwaea fear nccew and men fe«f falforeV w SoSd n^^^^
]M collate achievement aaj fffiStrrWh?Str«m?
and motherhood be «^n as ,m«ttuilly exc\oilvet Why 'ehoW Sfy that
A «T%S^°i'?ti? Wrthday partlee. do lamujt>, «?or iso?k7a«T»
on%?»^1?lo^^^^^^
55S.%:fe5MteK2thit«e?^^
btrmma ovii)akoe wooSAWa
^SJ^S.^-'w^i-Wi^f' twefalnew of the declaWn-maklng paradigm in
coanjjllng.Bnt Individual counaeUng la not enough, and the parftSlmatio
proTldM « fnunework for the ereiitlofi of a total derelowaeSSilMi Jihw
(im p!8oS iS?f« ^ do, but mostly on an ad hoc basS Oworkln and WaU
Traditionally decisions affecting guidance programs hive not been based
^ i'I5'?*l'<*« L peWnnelhaVe^ tended i^Myla oth«i
tt^}^*"' aboot ^programs In^guldanee. or to nse insight rlvelatlofl!
trial and erfor, or aome other "fly by the seat of your p«nU" method.
«f£tCT,5«i'Iftei' pmi^ oi a gulpnce proK that win
T^u J^tJi^^^r t^^S^^ '° 0' cowuietor. Perhapa 8 percent of
or students seek out a counselor. »^v^ui,«*
A ^J^^rj^ITT'^^ Pt'^^t •« raw data on which to build
®* percent who do not seek out the counselor. To be
ffilTtl*«^M"Jv"'f r"*? *" the wunselor's eonstltuenO^^^
2-^ the exploratory or anticipatory stage of decWoii makliut;
fa^le=gSSll(ln^^^^^^^ ^" womS the%l? tirnS'fe
A#'^«ll*ifi"j2J«'!!» guidance programming can be seen In the expansion
unlversltles-from none to over
460 by early IdTl (Women's Bureau, U.S. Department of Labor. lOTlT Th*
fhf t«^^,Jf««"IflJ'?'' "^'^ •»'out themselves. Itese nwds ihow
;ii».«nrt;^<f.**'.*^'.l??'^<^ programs for reaching large groups. The programs
2l?H^L'l?*l5M"J^^'' focu^-adult women-<llffer In theiremphaslarS
In the fliat publUhed syetematic appntl»at of a profetalonally detel(H>«d atd
Adminlatered ffuldan<^ center for tvomtn (Katnci, 19t0)i actlTltles deemed appro*
priate for IncTusiob Ux ail adult i;utda&ce centers included (a) couneeUng lodlv
vidtiaU and sritoupi. (b) appraising each client's potentials^ (c) orientint adnltt
tn the commuhtty tbr^ush workshops, (d) commuhlcattng with the total comtnti*
nit/ tbroogh ^ferences, (e) communteatlng with other aeenciea, (f) pUnAAk
clients In educational and/or training (H>portunlties, (g) getting infortnatlonai
feedback on up-to-date resources, (b) developing outreach programs to c<mtact
aU segments of the community, (1) building evaluation procedures Into progratnl,
and (}) adequately supervising staff« We can see that nrosrams tnust be multl*
faceted in order to help people both anticipate and impiement-^r, to put It
another way, help people make effective decisions*
THE OOUMSetOB A8 CBANOC A0S5T
The counselor of women cannot be content Just to do career counseling, Despite
the increasing number of women In the work force, the situation for women is no
better today than it was a decade ago, The decreasing status of women in the
labor force^ the everwidening salary gap^ the continuation of women in limited
female occupationtH-tbe^e facts have been widely documented* The situation
calls for acttvisni that goes well beyond career counseling/
The title of Weatervelfs (IMO) article, "From Evolution to Revolution," re-
flects my current stance. It becomes incireasingly obvious to me bow many aspects
Of AmeHcan life discriminate against women* If one looks at textbooks that
refl^Kits boys as leaders and girls as bousewives: if one looks at interest Inven-
toHes iiko the Strong Vocational Interest Blank (avta), in which the manual
states that women^s primary Interest is motberhood ; if one studiea annuity plans
for university personnel that award women less retirement annuity than men--
one is struck continually with the need to be vigilant In uncovering areas of dis*
crimination and changing them. Social activism is hard work, but it is essential
work if we are to make a world in which everyone can develop according to his
or her procUvities, interests, and talents.
. As counselors and counselor educators, what is our cbargef If we see situations
that hinder the development of large segments of our population, do we sit back
and Ignore them? Do we accept the proposition that intervention In the decision-
making process improves the quality of decisions made? If we accept this propo*
sitlon, we must go one step further* We cannot help individuals make fully human
decisions in a context that prohibits implementation. We must therefore work
with the system in changing the opportunities so that blacks and whites, men
and women, old and young can develop in the vocational spheres of their lives.
Women's vocational development has t>een arrested for complete reasons, some
relating to women's own misconceptions and others to political and economic
causes. Whatever the reason, I am suggesting that counselors have a pivotal
role in changing or intervening in the way things are.
A forerunner of a very promising development is the role of women's advocate
at the University of Michigan. The advocate is hired by students, is paid by stu«
dents, and can be fired by students. The current advocate sees herself as a repre-
sentative of students who want to change the academic system so that women
are not continually discriminated against. The person assuming such a role is in
an excellent position to bring about social change, whether the Issue concerns
insurance policies that use sex as the major variable in determining site of
annuity ; tenure being awarded to f ulMime workers only j or admission to a school
or Job being based on .sex«
A pilot program in the Department of Health, Education and Welfare provides
another example of social activism, A number of hip-b level, part-time Jobs were
developed for economists, statisticians, and mathemsticians. The success of this
project Indicated that many high level profesiilonal Jobs can be performed on a
part-time basis (Bilverberg k Evde. 1970). Recently France and Sweden have
rasited laws enabling men and women to ort for un to 10 years Of part-time work
without loss of status, seniority, or fringe benefits.
Another exflmple of activism is reflected in the aftmptfl of a small nucleus of
women to change guidance maffrifttft and instmments. Manv counselors have
been concerned about the use of inventoriea like the svib and the Kuder Pref-
<*fence Record. Seversl reonle mobiUw^ to conduct research and make public the
discriminatory aspecti* of the current avin through legal arguments, reaolutlous
to profesfiional associations, and pressures on the publisher (Schlossberg &
Goodman, l&72a).
130
u.hi?1{fv'i"**^°1' «n *ctlvlet stance but raise QUegtlons about
"f*?"^ '•M* "P »o »hl8 challenge. The grwth ofstate and
n^iml? *^ wamlMlons on the status of women, ad hw Women'rUberatlon arouns
Iv^ v'l^'i'^*'""^^ the National Organization Cwomen, the \vC^^^
tlonal Guidance and Counseling at Wayne State University is exwrlni^^
t^^^^^J^^ '^"^ teachers and counselors. In addition to conscCesa rfl^^
each participant must develop a new strategy, a new set of ma S
program In his or her school setting. The last darofthe cZ^^^^ ^Ul mte
"^^^'^ *hftt time each partidpantln o^^^^
is I!^?^ ^ "^S*.^ demonstrate or describe his action strategy. S the kinds
?vnfn!l ?M.'''^S''*/" '1" ^^J^"^ ^« counselors themsXs! The S
win provide a springboard and a reward system for aU kinds of activist program^
SYNTKCStS
ihl^f!^^ i* ^f^^ Tiedeman-OHBra declslon-maklng paradigm. Juxtaposes
i^tf^r^rj^^Jl' J:*^^'^*''' anticipation and li^lement^^^^
against the three major guidance tole areas: counseling, programmlnff a^^^^^
activism. Kach winselor or counseling staff would deveKctlffi^
for the particular setting. Figure 1 Is intended to stlmilite
sel, (b) develop programs to reach those who do not seek counsS and (^1
change society so that women can develop their potentials ;
concerned with the elementary, secondary, or college level
aKn?: "^"^^^^ ^^^"^^^ ^''^^ the foWngXtoV into
.oietfih?!?^^^^ ^^^^ ^^^^^ anticipatory stage and
asL??of heTfii?'^*''''^"^ ""'^^^ ^^^^ different
riikJ^^fr.Tw ^^«t^ «iilJ^«'acetc^ In order to help Individuals slmuUaneouslv
?u55l'l«^^^i'^^*t- flexible; they must sometimes help people
clarl^and sometimes help people move ahead and implement. V * * '•^
4. Programs mu$t have an activist component. That Is. those worklnt? with
mt>Jementatlon Is often possible only when based on sex-appronrl^ite norms. Who
Is tn a better position than the counselor to change these norms when they do not
allow for full development? ^ «
_We must listen, ss did Westervelt (mo. p. i3>. fo the rr>e« of mflnv wom^»n*
so far . . » A major theme has been one of resrret for a potential Id^ntlfr which
Is now forever lost, of gentle mourning for a self who will never come fullv to
life/
mm 1
couNSEtoR's Mimms
SU%% of D^lslon
Counseling focui
Soclil icHvism
Fintaty.
Cpnttxt in wh}ch cfwfci
^ •mefwi
CmlttUtzttlofi*
Pattifrtt imerif In tofm of
-lltifMtfVit.
Choice.
formir doubli di»srpit#
iction.
fH9 to ric« with rtifiry.
Reformition:
Intnritbnr
Milftttnanct.
berin to soe h«rMlf rn
worN.
choice ihroucfi pha-
m%ni, internshtp, and
fuflbereounullni.
Provide proflrimi to reach
aM ifudanfs fn tfemen*
tarvjun^or, santor h^(h,
cc^leta, and irfult cours
sellni center protrtms:
uti(f2e roto models, etir-
riculum mattrlsK and
^^orkshoos to stimtJiale
Provide protrama at all
levels. SuiM In oppor*
tunitiea for ImDfementa*
tion^ I.e., devatoolni
akilfin applylftitorlobi.
pauMff cenera) tauu^
lional aevelopmer>t teaiSt
obtafniRg (rtin^nt
ERIC
Dispel myths about women
perpett^ated through t<fa-
cation liid th« media.
Worh to ehi^iiM r>orms ao
that worV activities are n^t
seMlrked.
CMnga opoortunity itrue-
ture tor women bv, for
etample, uslni Cyde't
the Civil RisMs ActJnsU*
{uti«i| irlevince proct*
durea. revisinf tha SVIS.
Ughtint acti/ariat base ftt
annuities.
131
t)workio» B. P., A WaK 0. R. An evaluation model for kldance. ia D, B.
Cook (Ed.)t Ouidc^nce for educoticn in revolution. Bostons Allyn & Bacon, IWl.
Gornlck, V. Why women fear success. A preview in Neu> York Ma(a»inei
^^RalnesJ^l^R. An appraiial of the ^ew York State Outdance Center for fonm.
New i-ork; Office ol Continuing Education, Stflte University of New >^?«;k 19T0,
SchlowW N. K. A Goodman, J. Revision of the Stroti(j Vocational JtnterM*
Inventory, Resolution submitted to the American Personnel and Guidance As$<>*
elation, Wa»lilngton»D.a, April 1072. (a) ^ , , . ^•v.i..«
Schlossberg, N. K. & Goodman, J. A woman's place : Children's sex stereotyping
of occupations. V'ocarfo«al OMMflHcrOMaW€Wj/.l&i2,«0,2C<^^^
Sllverberg, M. M. A Eyde, L. U Professional and Executive Corps. An Innovft-
tlve use of manpower. Washington, D,0.i U,S. Department of Health, BdUcaUon,
^^Tledematf/ O^v!, A^cJi^^^^^ R. P. Career development ' CMce an4 adfuKment.
New York : College Entrance Examination Board, 1063.
Westervelt, E. From evolution to revolution. In proceedings of An imeraim
for the seventiea Retea9fng creative mmen po^ccr^ June 16-27, 1060. St. Uuls:
Unlversltyof Missouri, St. Ix>uls Extension Division, 1070. ^
Women*8 Bureau, U.S. Dei^artment of Labor. Continuing education prOQramB
and Bcrcices for 'j^omen. Pamphlet 10 (Rev.). Washington, D.O,: U.S. Govern-
ment Printing Office. 1071.
p{»8t>tctivt:6 ON CooxsEMNO BiAS : Implications roB Cot^NSiixoB Bduoation
We are concerned about the ease wUh which educators, and counselors In pa^
tlcular. adopt as "god-given" certain notions about appropriate behavior, For ex-
ample, when counseling a flfty-flve year-old widow about entering college, a black
man about becoming a banker, or a single adult male about adopting a female
child, the counselor's "god-gtven*' notions about appropriate behavior can pwy
an unconwlous part In counseling. Counselors defend themselves as being con-
veyors of reality and not declslon-makers for their cUenta^ Yet client wlf-reports
contain many references about the negative impact counselors have had on career
development For some counselors, dispensing discouragement rather than en-
couragement has been the order of the day. Many minority group members and
women have been limited by inappropriate counseling and testing.
Counselor bias Is here defined as an opinion, either unfavorable or favorable,
which Is formed without adequate reasons and Is based upon what the bias holder
assumes to be appropriate for the group in question. Bias Is evident whenever U
Is assumed that someone can or cannot take a certain course of action bemuse ot
her or his age. social class» sex or race. The difference between bias and prejudice
18 the ease with which bias can be discarded when a new reality la n^de etldent
Bias becomes prejudice when the r<)le ascription serves a deep-seated ne^ Of l^
holder. Prejudice Is resistant to Information which might lead to a changed beUef.
Some people need scapegoats, and re-education Is often Impossible In Instances
like this, Allport (1058, p, 12) states, **In most cases prejudice seems to have some
functional significance* for the bearer.;; A great deal has been ^vrittenabou tpre^^^
udlce and Its relationship to prrsonnlltr disorder; but little has been written
al>out bias and its effects In the helping relationship.
We are assuming that counselors are like people-ln-general— no better, no
worse. We all share one thing : we make judgments about appropriate l^havlors
for different groups of people. Such prejudgments may be Important In influencing
^^^Rwenthal an^^ stadles (1068) illustrate the degree to which atti-
tudes about particular children's competency do. In fact, affect performance. As
expectancy rises, so does performance. One person's expectations of another be-
havior come to act as a self-f ulfllHng prophecy. Thus. If a counselor assumes that :
sixtv-five Tear-r>>ds should not enter doctoral workj forty-flve year-olds should
not 'begin to produ^'e and raise children; twenty -five year-olds should not be col-
lege presidents ; t^omen should not be corporate executives; men should not do
laundry, bed cletnlng, diaper changing, or combing of little girts' hair : lower-
class blacks should not live side by side with millionaires— then this will prob-
ably be reflected in the counseling interview.
ur
132
Br^n though (k Urge percentage of women work, and a large percentage of
workera are wotueii* their position has 8tarttngly declined In recent years, the
facta ura atamlng; women work at lower-level, lower-paying jobs than men,
whUe more women are working than ever before, they are under-represented
In the profeaslonai technical categories, Women also receive proportionately
fewer advanced degrees than in the 1020'8 (Millett, 1968; Manix)wer Report of
the Preeldenti 1967), T
CompUcating the picture ia the fact that each sex occupies different levels
on the status hierarchy and the sexes are unevenly distributed as to field of
endeavor. It has been substantiated that :
American education is blighted by a sex spllt In Its curriculum. At present
the whole Held of knowledge Is divided along tacit but well understood sex
lines. Thoso subjects given the highest status in American life are ••mascu-
line" \ those given the lowest are 'feminine" , ♦ , thus math, the sciences •
business administration , , , are men's subjects . . . and the humanities ara
relefated . . /'suiUble to women" (Millett, 1968, p, 14),
Discrimination In the world of work can be easily seen when one examines
the number of women in certain high-status fields. For example, only 208
women are listed among the 6,697 members of the American Institute of
fA^SS?* women are employed as physics teachers. Of the
wWjOOO people classified as in engineering and related technical fields, only
aoop are women. About 7 percent of chemists. 8 percent of all dentists, and
_4 percent of the doctors are women (Cassara, 19^, p. 77).
This unbalanced occupational distribution of the sexes needs to be critically
examined from the vantage point of courisetors,
This paper offers no IncontrovertlWo data, but merely tries to brinr perspective
to ft topic Which we need to acknowledge and act upon. We are educable. We can
rlPJS^l^ft.^t*^ new perspectives. We can free ourselves from ideas which
reitrtct ouj thinking and which, In turn, may restrict our client's behavior. As
one couwlor edu<^tot said to a class, "men may marry women who are willing
to be kept barefoot, pregnant, and behind the plow j it*s quite another thing for
couBselow to lmpo<>e these Views on counselees/' imn^ xor
oouNstwa ma and sitx nott AscaiPWoK
^55* ^**rl?^?f.*'* t? ^ Important component of some IndlvlduaVs emotional
makeup. Traditionally, women have been Ivewed as biologically inferior human
beings. Because of this discrimination, women have maintained a position sec^
In family life, education and work. Olnsbeirg (1971) stated.
The increasing acceptance of women as workers represents a clear chal-
lenge to guidance. The fteld has paid inadequate attention to women at every
stage of the career process ! In curriculum and course selections, in career
planning, and In assisting those who seek to return to the labor force after
^ a period of homemaking and chlldbearing (p. 818) .
Since people in geaeral hold strong beliefs about sex-appropriate behavior, we
can assume that counselors also hold to these notions. Since these notions are
currently being challenged as biased, counselors need to be nwore of the degree
to which they trr to push counseleee into certain directions because of their own
sex biasea Gardner (1971) states,
Right now, in our excessively sexist society, it Is unlikely that anyone
without special training in feminism can create conditions which would
encourage females to "exercise their right to select ^als of the counselor,**
The goals of counselors trained In traditional programs can hardly be
expected to do other than reflect the sexist valaes . , . (p, 178).
While it can be aj^sumed that counselors '^support" equality for both sexes,
several works hf^ve dealt with sex stereotyping attitudes of clinicians. These
works will be described in some detail to examine the generally untested notion
that counselors do in fact counsel from a sterotyped framework.
In a landmark study, Broverman, et cU (1970), utilliing a sex-role stereotype
questlonntilre, studied actively- functioning cllnlclnns. They hvpotheslr-ed that
"clinical Judgments about the characteristlca of healthy individuals would
differ as a function of sex of person Judged* and ^lrthermore, that these differ*
ences in clinical jiid/rments would pamllet stereotypic sex role differences," They
also felt that l)ehavior8 and characteristics considered to he healthy for a sex-
unspecified adult vrill resemble hehaviorfl Judflced healthy for males and differ
njom behaviors Judged healthy for their female counterparts. The su!iject« were
79 cllnisjally trained psychologists, psychiatrists or social workers (46 males, 88
t!»^a^N)i^U workl^i in ctlnkat MtUngi Ages ranged tfcm 2d to M F^atSi v^htle
^i^rie&ee covered the spectrum from internship to ei^tenslve professionM mtk.
The authors utluted tbo Ster^tj^pe Questionnaire composed of bipolar
items-reach Pole characterised as t^plcall^ masculine or feminine. The results
Indicate that high agreement existed among cllniclan»--lK>th male and female-*-
at)out th0 attributes cbaracteHsing healthy adult men, healthy adult womeDi
and healtbjr adults with uet unspeciSed.
It appears that a ^'double standard of beaUh" exues among clinicians. The
researchers note that: . ^
More Itkety, the double standard of health for men and women stems from
clinicians' acceptance of an "adiustmeat*^ notion of heaUb» for example,
health consists of a good adjustment to <%e'* environment. In our society,
men and women are systematically in \Af \, idiotically from birth on, to
fulfill different social roles. An adjiK^oa n* tiot4on of health, plus the exist*
ence of difterential norms of male Bii i^i^U behavior in our society, au-
tomatlcalty leads to a double standard >f ^<H>lth, Thus, for a woman to be
healthy^ from an adjustment viewpoint, hUe must adjust to and accept the
behavioral norms for her sex, even though these behaviors are generally less
socially desirable and considered to be less healthy for the generalised
competent^ mature adult (p. 6) ,
Clinicians are slgnflcantly less likel? to attribute traits which characterise
healthy adults to a woman than they are to attribute these same traits to a
healthy man/ The clinicians apear to reflect stereotypes no different from the
general population. This tends to support our earlier contention that counselors
are no better or worse than other societal members tn terms of sex bias. Obvi-
ously, clinicians need to examine critically their attitudes and position with re-
spect to the adjustment notion of health.
Thomas and Stewart (1^1) tried to "determine whether secondary school
counselors respond more positively to female clients with traditionally feminine
(conforming) goals than those with traditionally masculine (deviate) goals'^
. . . Information concerning the home, school, self-description, and personal vat*
ues of high school girls were presented on audiotape to d4 practicing counselors
and their responses were analysed by sex and experience. The flndlngs are as
follows: "(a) Female counselors gave higher Acceptance scores to both deviate
and conforming clients than r^ld male counselors; (b) counselors, regardless of
f>ex, rated conforming goals ai more appropriate than deviate; (c) counselors,
regardle^ of sex, rated female clients with deviate career goals to be more in
need of counseling than those with conforming goals*^ (p. 852).
Hawley (1072) found that the feminine model held by 52 female counselors*
In-traintng allowed a wider range of educational and career choices than the
feminine model held by 45 female teachers-ln-trainlng. She suggested that
counselors such as those represented in the study can help female clients be*
come aware of a variety of life styles and career choices, without implying that
any one choice is superior to any other.
XafTziger (1971) studied attitudes towards woman's roles among counselors,
counselor educators and teachers of both sexes. He found that women described
their Ideal woman as one who Is more extra-famlly oriented than the ideal pro-
jected by men. Although both men and women rejected the intra-family oriented
ideal woman, women more strongly rejected her. Women were more accept-
ing of working mothers. Women projected the Ideal woman as being more re-
sponsible for the success of the marriage. Men suggested that career women are
less attractive to men. On the other hand, men supported ideal women who would
argue against authority. Kaffstger found no significant differences by age (under
d5, over 85) in the definitions of their ideal woman.
In another noteworthy study, Frledersdorf (196d) explored the relationship
between male and fetnaie secondary school counselor attitudes toward the career
planning of high school female students. The subjects were 100 counselors in In-
diana schools. Twenty-seven male and 20 female counselors role-played a col-
a non-college high school girl. The Strong Vocational Interest Blank for women
a non-college-bouhd high school girl The Strong Vocational Interest Blank for
women was c<>mjJetfd* The following conclupions were drawn ;
1. Male and female counselors responded differently when role-playing as a
college-bound high school girl versus role-playing as a non-co11ege*bOund high
school girl.
2. Counselors perceived college-bound high school girls as identifying with
cultural activities and skills involving verbal ability.
134
8. Items which reflected dlfferenceg between college-bound veMus non-college-
bound girlfi were not the ftaine for male and female counselors.
4, Both male and female counselors have at lea^t some relatively distlncttve
attitudes towiird which levels and type«) of occupations are realistic and appro^
prUte for both college-totuid and non-college-boUnd girl^,
5, Mate counselors a'?:^ociated college-bound girls with tradtionally feminine
occupations at the sedil-skilled level; female counselors perceive the college-
bound girl as interesti^d in occupations re(iulrlng a college education.
& Male counselors tended to think of women in feminine roles characterlaeed
by feminine personality traits.
t, Female counselors tended to expand the traditional image of female work
roles and protected women's roles into careers presently occupied.
a Male counselors perceived the college-bound girl as having positive attitudes
toward traditlonaliy feminine occupations regardless of the classification level
of the occupations. Occupations traditionally engaged In by men were not
considered by male counselors as occupations that coliege-boUnd girls would
like as careers.
The implication, obviously, is that some of the counselor attitudes reflected
. inight have great impact on the goals of the female clients as expressed in coun-
seling sessions.
In order to test the hypothesis that counselors were biased against women
entering a "masculine" occupation, Pietrofesa and Schlossberg (1970) arranged
interview's between counselor trainees and a coached female counselee in the
counseling practicum at an urban university, During the counseling session the
counselee Informed the counselor that she was a transfer student to the unt-
verslty, that she was entering her Junior year of college and could not decide
whether to enter the fleld of engineering, a "masculine" occupation, or enter
the fleld of education, ft "feminine" occupation,
Bach interview was tape recorded. At the end of the Interview, the counselor
Was Informed that the counselee had been coached and that the sessions and
tapes were to be used for a research study. Counselors were requested not to
mentton. their interviews to other counselors. After alt counselors had con-
ducted Interviews, a brief discussion was held among the counselor group con-
cerning their feelings about the counseling sessions. Ko other information was
given the cpunselor^j, The subjects (counselors) in the study were students in a
practicum during fall and winterquarters, iwa-ed. The counselor group, then,
consisted of 29, i.e., 16 males and 13 females. Tapes were reviewed and tabu-
lated as to their bias by a male graduate student In guidance and counseling,
a male counselor educator experienced in supervision of the counseling prac-
ticum, and a female college professor who was a former school psychologist
with a research specialty, Frequencte^ and percentages were calculated and
chl square was then used in a variety of configurations. The final stage of the
project involved a content analysis of all biased statements.
The raters designated a counselor's statement as biased or prejudicial against
the female counselee when she expressed interest In the ''masculine'* field and
the counselor rejected this Interest in favor of the ''feminine*' vocation State-
ments of rejection then Included disapproval of the female Counselee's de^llre
to enter the "masculine" fleld-.^mments that implied disadvantages in enter-
ing that field, etc. A counselor's statement was considered biased for the female
counselee when she expressed interest In the masculine occupation and the
counselor supptib?d or reinforced this expressed interest. Statements of positive
bias toward females ranged from direct approvel to statements that subtly
implied advantagfs in entering the masculine field.
The results of this study indicated that counselor bias exists Against women
entering a masculine occupation. Female counselors, Interestingly enough, dis-
played as much bias as did their male counterparts. Percentage results strongly
reinforce the conclusion that counselors are biased against women entering
masculine fields. Of the total bias statements, 81.3 percent are against women»
Whereas only 18.T percent are biased for women. A content analysis of the 79
biased statements made by the counselors in this study reveals that most nega-
tively biased statements emphasized the masculinity of the field; working con-
ditions and promotional opportunity were mentioned, but with leas frequ^^nrv.
Trus, the pressures against women working in a field stereotyped as masculine
were prevalent among this group.
In order to tabulate the statements, ten categories were devised so that nega-
tive bias (NB) and positive (PB) statements could be classified as to content.
er|c
136
Th^ following examples of bias stateraents will give the flavor of the kinds of
pressure couaselors Ituposeil.
Salary— Amouut of monetary return
(NB) Mouey Isn't everything.
(PB) Vou could ntake much more money as an engineer.
Status— Perception of »elf In vocation
(NU) The status of a women Is higher In the field of teaching.
(PB) There is more prestige In becoming ah engineer^
Marriage and i^iuilly— Family attachment
NB) Would your husband resent your being an engineer?
NB) You would only be gone from home during school hours if you taught
schooL
(PB) Being an engineer would not interfere with your becoming married.
Pa rents---Pa rental support
(NB) How do your parents feel about your entering engineering instead of
education?
(PB) I am glad your parents want you to become an engineer.
Educational Time— Amount of time necessary for preparation to enter the voca-
tionnl Held.
(NB) Englnering would take five years and elementary education would be
four years . . . These are things you might want to consider.
(PB) It may take longer to become an engineer but It is well worth It.
Educational Preparation— Classes one must take to enter the field and the kinds
of classes already taken
(NB) The course work in engineering would be very difficult.
(PB) Your classwotk up to now shows that you wutiia do well as an engineer*
Promotional OpportunUles— Advancement in position
(NB) There might be a holding of you back because you are a woman.
(PB) Your chances of promatlon would be good in engineering.
Hiring— Opportunity to enter field
(NB) They are not supposed to discriminate against women, but they still
get around It.
(PB) The opportunities for a woman In engineering are good.
Working Conditions— Where, with whom* what kinds of work, and/or under what
conditions work Is done
(KB) Engineering ... It is ver>% you know, technical, and very, I could
use the term "unpeopled*\
(PR) You could work at a i'elaxed pace as an engineer.
Masculine Occupation— Identification of occupation as masculine
(NB) Yon nonnally tMnk of this as a man's field.
< PB ) There la no suc^i thing as a man's world anymore.
Pietrofest and Schlo<;sberg drew the folio A'ing conclusions;
1. Counselors dli?plfly more Was against females entering a so-called *'mas*
cuMne" occupatl'^n than for females entering a so-called feminine" oc-
(iipatlon.
2. Fenmle counselors display as much hian against females as their male
counterparts.
3» Content nnalyjils of bias statements Indicate that major stress is placed
upon the **jnflscn1lnUy*' of the fvcui>atIon.
Several other studies hnve locked at In-rounselln^ behaviors of counselors and
Ibelr l:i^i>not on women clients. Parker (1007) notwl a relationship beiween di-
rective aiul nmi-dlrecllve resiNmses of mile fht^ rapists and the sex of the
eounselee. Tliernplst.s made slRnlflcantly more noii-dire<'tlve resiwnses than di*
recti ve responses to femnle clients than to their male counteni^rts. Hellbrun
(1070) deveiO|>e<l this thesis one step further when he tested the hypothecs
that female clients' de|)enrtency newls were frustiated by the non -directive ai>-
proach of male therapists, nnd as a result, they left therapy prematurely. The
results of the study RUpi>orte<l this contention. The Parker nnO Hellbnin research
Involvetl mnle counselors, and yet the sex of the counselor may be a most liu-
l)ortant Ingredient. Prlngte (lf>72). In an incomplete study, analyzing the inter-
nctlon effects of (1) the sex of the hUh school client, (2) the sex of the high
school coimselor, and (?^) the client lielmvlor presented In the Initial stages of
the conn pell n^ Interview, has preliminary findings which suggest there are sig-
nificant differences occurlng as a function of the match between counselor sex,
client sex, and client behavior.
ERIC
136
From the {itudten citedi It appears that counselors do ascribe roles to men
ahd to women, and tliat counselor Interview l)ehaYior reflects these biases.
When discussing counselor blQs» It Is essential to examine nmterlaU which ate
commonly used and relied ui)On In the counseling Intervlen', Counselors need to
evaluate critically every tool tHey use— whether It Is de^crlpMon of fields In the
()ccui>atIonal Outlook Handbook, an interest Inventory, a vureer brochure, or a
college catalog. Does the Information being i)resented r^r the test content reflect
stereotyped roles for men and wonienV I)o the materials contain biased state-
ments which could lead a coutjseiee in one director rather than another? Do
the inaterlals reflect the past rather than the futuie> Ate the muterlals rein*
forcing outmoded views of * women*9 place*"/
Since Interest inventories nmy a crucial role In farcer counseling, stemming
partly from clients' continual insistence for specific feedback and answers, we
must certainly assess the uiventones to determine ^vhetber they are a freeing
or restricting influence. Coie (11)721, iti a Fcletitlflc de^rlptlon of present Interest
Inventories, gees them as restricting: "The use of traditional women's occu-
pational scales may have a severely limiting effect on the careers >Yomen con-
sider" (p, 8). Harmon (11^3), in a paper delivered at the American Personnel
and Guidance Association Convention, listed and discussed the major interest
Inventories which containea "characteristics which may contrH)ute to sexual
bias."
Despite the growing awareness among leaders in tl^e area ot testa and measure
ments, practitioners— both men and women— are often unaware of the sexual bias
inherent In the major inventories aa presently conslructed. In a recent meeting,
(he authors asked If the trained ootiiisiciors present felt that the two most widely-
used inventories. The Strong Vocational Interest Blank and the Kuder. were
biased. A minority felt the inventories were biased. The counselors, generally
considering the Inventories as unbJascii, seemed amazed by the presentation of
a detailed description of the bias inherent In each test.
The extent of bias has been documented for one of the best Inventorlee avail-
able, The Strong Vocational Interest Blank, by Schlossberg and Goodman
(1972b). They point out four major limitations of The Strong Vocational In-
terest Blanks.
FinU the Strong Includes thirty-three occupations for men which are not listed
for wom^n— such as psychlatrlsti author, Journalist, physicist; It also Includes
thirty-seven occupations listed for women but not available for men Including
elementary teacher, art teacher and medical technologist. Since four hundred
members of an occupation are an appropriate norm group for a SVIB scale,
and census data Indicate that In most Instances at lest four hundred persons of
the opposite sex are employed in an occupation reesrved for one sex on the SVIB,
no Justification exists for differential norm groups of each i;ex.
The second major limitation stems from the fact that when the same person
takes both forms of the SVIB, the profiles turn out differently. For example, in
a pilot study of which twenty-eight men and women took both forms the
SVIB, one woman scored high (A or B+ standard score) as a dental assistant
physical therapist, occupational therapist on the women's profile, and phyMdan,
psychiatrist, psychologist on the men's form. One man scored high on personnel
director, rehabilitation counselor, social worker, physical therapist, and com-
munity recreation administrator on the men's form, and guidance counselor, me-
dical technologist, engineer, dietician, occupational therapist, physical thera*
pist, registered nurse, licensed practical nurse, radiologic technologist, and den*
tal assistant on the women's form.
The third major limitation stems from the current manual and handbook
which offers guidelines to counselora which. If followed, could he harmful. For
example, the current manual states, "Many young women do not appear to have
strong occtipatlonal interests, and they may score high only In certain 'pre-
marltaV ocrnpatlons; elementary school teacher, office worker, stenographer-
secretary." ^'Such a finding Is disappointing to many college women, since they
are likely to consider themselves^ career-oriented. In such cases, the selection of
an area of training or an occupation should probably he based upon practical
considerations— fields that can be pursued part-time, are easily resumed after
periods of non-employment, are readily available In different locales.*'
ERIC
137
FpUrlh, the u&e of The Strong Vocational Interest Blanks may also be attacked
on legal grounds— that the SYIB deprives women of their right to the E<lual
Protection of the Law and that the use of the SVIB Is In violation of Title Vll
of the Civil Rights Act of 1064 (Schlossl^erg and Goodman, 1972b>,
This detailed analysis Is merely Illustrative of one instrument, However, an
equally biased picture becomes apparent no matter what guidance material on©
examines. For example, the opening paragraph In American College Testing
Program's brochure describing their Career Planning Program reads;
We all make career declslons-^declsions affecting our educational and Job
futures. Sometimes we make these decisions by default because of what we
dldn*t know or dldn*t do. Sometimes we are able to take chargCi to discover
our possibilities and weigh our choices. This report Is designed to help YOU
take charge.
However, at the bottom of the profile, thtre Is a special note addressed to
counselors :
Counselors Notes: When a student Is unlike other students entering an
educational program, predictions for that program should be used with cau-
tion. For example* care should be used In interpreting predictions for a stu-
dent of one sex In a program In which the other sex predominates (American
College Testing, 1971).
A forthcoming revision of The Strong Vocational Interest Blank Is an attempt
to eliminate sexual bias. Clearly» we need furthrr studies and revision of all
guidance tests, materials, and occupational Information. Analysis of these m***
terlals should be In terms of bias— not Just against women but against all
groups.
IMPLICATIONS rOB TBAININQ
Counselors, both male and female* have biases about female counselors. Coun-
selor education programs must accept counselor bias as a fact and attempt to
bring biased feelings Into the open, so that counselors are able to control them»
or better yet, remove them from their counseling and human encounters. Wester-
velt (1963) writes:
. . , counselors who express the conviction that women's primary and
socially essential roles are domestic and maternal and take place In the home
may be reflecting a covert need to keep them there.
Girls and women in the lower socio-economic brackets who particularly
need counseling help to recognize and plan for paid employment will get little
assistance from such counselors, Xor* of course, will these counselors help
intellectually and educationally privileged girls to use their gifts and train-
ing to best advantage.
. , . No formal, university-sponsored, graduate-level, degree-awarding pro-
gram in counselor education requires even a one-semester course In social
and psychological sex differences which affect. development or provides focus
on sex differences In a practlcum or Internshfp In counseling. . . ,
Trends toward the integration Into counselor education, at basic levels, of
more subject matter from social psychology, anthropology, sociology, and
economics would also provide more exposure to materials on psycho-social
sex difrerences and changing sex roles. Again, however, the effect of such
exposure will depend on the student*8 Initial sympathetic Interest, since the
material will be only a small part of a much larger whole (pp. 21-22).
Westervelt (1963) make references to the role, and more so, the Importance of
the practlcum in the training of counselors :
Counselors, guidance workers, and student personnel workers . » . should
have as many opportunities as possible to counsel with females— and, tdeally,
with females of all ages, In order that, no matter what the age level with
which they eventually work, they get an opportunity to observe first hand the
patterns of continuity and discontinuity In feminine development^Counsellng
experience should not, however, be limited to working with females ; oppor-
tunity to counsel with boys and men Is most Important, both l>ecause it will
provide insights Into psycho-social sex differences and because It will pro-
vide a chance to explore useful variations in approaches to counseling the two
sexes. All counselors-ln-training should be helped to Ideniify, understand and
work with sex differences in their counseling practlcum or internship . . .
(pp. 2e-2a).
ERIC
138
. Before one cti^ implement the»e uoUoni spelled out hy We«tervett« tbe first task
u to coarlnce counselor educators tbat they, too, probably hold bUsos About age,
set. ipci^l dass, and color* Each petson might not hold biases In all four areas,
but It le unquestionably triie that each one of us holds certain beliefs about \^hat
U Appropriate behsTior for these groups. It Is dlfflcuU to face these beliefs in
our$elTei{ ^hce recognlted, it U difficult to control them In our counseling and
prommmlnf
Tk^ second task is for counselor educators to build this into training counselors*
In which classes do we discuss these notions^ How do we make explicit aspects
of counselor behavior about which we know so Uttle? While cognitive dimensions
of age Ihd sea( bias can be integrated throughout a counselor education prograin,
the practtcum experience might afford the best opportunity to effectlrely deal
with the motre basic feelings of counselors. It also provides a vehicle vrhere coun*
selora come face-to-face with girts and women of all ages.
The third task is to begin developing materials for use In training counselors*
One possibility would bo the developt^ent of a se^f-admlnlstered instrument which
' might y/eld several bias scores. A more fruitful one, however, would be the use of
situaticrnal vignettes where counselors are more likely to express what they truly
feel Paper and pencil inventories seem to allow for a more superficial, simply
verbalised^ egalitarian point-of'View tun do situational experimental tasks.
A TBAIMMO UODKL
We suggest and have implements a f<>u^pronged training model. Xne goaUis
simple— to enable counselors and ieachcrs to participate with their constituency
in an unblasv-d fashion. The following components are simply suggestive and
obviously have to be adapted to specific sotHngs in order to be operational.
1. Expanding the cognitive understanding of participants regarding the
tole of women through lectureji and readings.
Raising the consciousnet^ of participants regarding sexual bias through
group techniques.
Ptomottng the acquisition of nonblased helping skills among partic-
ipants through audlo-vldeo taping and role playing.
4. Fostering skill development in program planning and implementation
among participants through tutorial projects.
Each of theee components win be briefly summarised so that the nature of
training can be envisioned. This approach is based on ttfty-slx hours of training.
We have found the most effectlVd appronch to be an intensive period of one week
followed by sixteen hours of foUoW-up sessions during the yedn
EXPANSION ry COONITIVE WDEBSTANOIKO
The intellectual dimension provides a convenient Initial component* The
approach must be interdlsclplln^iry In nature. For example, experts In the Qelds
of medidn^ Jaw, education, psydiol^^y, sociology, etc., have much to contribute
to an understanding of women in our world. Lectures, panels, readlngSi and dis-
cussion provide the beginning steps of our training model
coxsciotsNKsa Jutsixo
After intellectual awakening^ and before skill acquisition, counselors need to
t^rsonallee their i^amtags?. It Is not enough to know InteUectiu^lly that dentistry
is a female occupation lu Greece and could become a reality In our culture.
Counselors must be^tin to look at their consciousness and deal with their values,
attitudes, t>ellefs, and biases about sex roles.
A starting point might be to read "Women AVhlch Indudef^ Man, Of Course"
(Wei's, 1070), which Is a description of sex-role reversal. This becomes the basis
for seltexploratlon in group dlscujwlon. One teohnlaue we have found effective
during this stage Is the Inner cltvle— outer circle or "/Ishbowl technique," In a
recent workshop, seven memhers* volunteered to 5»U in the Inner circle with two
co-!eader8. In addition, the Inner circle contained an empty chair. Each outer
circle participant ohser\*ed one member of the Inner clrcJo; tJie focus, In this
case, was a discussion of Weils' book. Tlie observer's relictions to the inner
Circle participant's behavlorfl were to be fed back to that dro'e member at a
later time. In addition, outer circle participants could move freely Into the empty
ERIC
139
chair when Impelled to «peak. After consclousness-raUlng exDeriences, Including
tbe ••flslibowl" exercise, one male parUdpant decided he could lest attack sexual
bias by applying for a Job aa a drst-grade teacher lu his school district.
ACQvjemojf OP iielpino bkiiib
Once a cognitive and affective base has been established, attention can be
directed to specific skill acquisitions. Educational experiences are incomplete
unless the purtlelpants can do something more effectively than v\ heM they began.
Hole playing and supervised practice provide the vehicle from which specific
k«kl:l8 can emerge,
Step one: Particlpanta role play situations which may elicit &ex*l>tased be-
haviors. The trainers develop a paragraph which descHbe^ a specific situation
Involving two or more twple. For example, one situation might Involve a mother
pressuring her daughter tc I ecomo a teacher, while the daughter would like to
l>eoome a doctor. The mother and daughter seek the help of a counselor to resolve
the conflict. The scenario is rolei)layeJ tl)rough to resolution and then discussed.
Step Uco! Participants pair-off as "helper** and *'helpee." The helpees present
situations in their lives In which sex role Is an Issue, whre the helpers attempt a
facultative Intervention. For exump'e, one male helpee might dlsci;ss his relation-
ship to his children while his wife works, or even his feelugta about his wife's
working. Another heli)€e might discuss the pressure she feels at work or a con-
flict with her children. The helper responds ushig atttndlng. responding and Ini-
tiating skills according to the Carkhuflf model {19T2 [nl, 1072 fh]). Discussion
follows each exercise, starting with the feelings of the helpee, helper, the other
participants, and the supervisor, Evaluations, In terms of helper efPecllveness,
are made Immediately using the flve-|)Olnt Carkhuff Scale.
Step three: Counselors participate In video and audio taping of actual couu<
sellng sessions. The tapes are shared and Immediately critiqued In terms of
Implementation and acquisition of coimseMug .skPls, Special attention Is paid to
situations where counselor biases might affect the counseling Interaction and
couusetee decision making,
PROGRAM DEVELOPMENT
In addition to understanding Intellectually the rolo of women, raising one's
consciousness and developing more efftvtlve human relationship skills* counselors
must foster change In their own work settings, consequently, participants are
aske<l to release their creative potentials to foster innovative programs resulting
In better situations for women.
Step One: Supervisors work with participants In outlining systematic steps
of program development.
Step Tico: Participants work In groups with the task of zeroing In on a
speclflc measurable, observable program which will Improve conditions for
Y;omen and which can be implemented in their own work settings.
Step Three: PartlcIiKints return four months later with an outline of their
goals, activities and evaluation to share with their counterparts.
In summary* participant experience.* then would range from reading to actual
supervised practice. Training would move from the usual cognitive vehicles—
I.e., reading and listening— to learning through modeling, observation and dts-
cif^slon. Actual partlcliiatton in role playing and supervised practice would be
Included In the formnl program. Training would be' followed with continuous
evaluation of field practice and program development.
Kvrtluatlon would InvoH'c (1) i>nrtlclpant self-evaluation, and (2) program
evaUntlon, Participant evaluation could Include paper-and-pencll tests, obsen-a-
tlon of self and others, and peer and supervisor feedback. The typical pre-post
testing and pirtlclpnnt crUlqnes would be part of the evaluation of program
developme^l^ All Individual evaluation of participants would be confldentlal.
Group data would be available for research.
Sexual blaH. whethor displnyed knowingly or not. affects counselor perfor-
mance. Several .<;rudles have supr»orted this fact. Counselors reflect such bias
through in-ccunsellng behaviors and through some of the materials they use.
JC
140
This artlcte discusses the relevant research surroundlnff this problem and
proposes a model of training to help counselors reduce sex bias.
AUport, 0. rfte nalure of preiudice. New Vork: DouWeday and Company» inc,
American CoUege Testing. Career planning program. 1071.
Broverman, I.K., Broverman, Clark^on, F.B., Bosenkranta. P,S. A Vogel,
8.B. Sex-role stereotypes and clinical judgments of mental health, Jourml of
ContuUinp and ClMcal PmholOQy, mo» a4. 1-7,
Carkhuff, R.R. The art of helping, Amherst, Massachusetts: Human Resource
Development Press, 1972(a).
CarknuJt, H,H, The development of systematic human resource development
models. The CounHlino PMychologtit 1972.3(8), 4-ll(b).
Cassara, B. American tcomen: The changinff image, Boston: Houghton-MIWln,
1963.
Cole, K.S. On measuring the vocational Interest of women. No, 49, March, 1972,
The AmeHcan College Testing Program, P,0. Box 168, Iowa City, Iowa 52240.
Frlederadorf. N,W. A comparative study of counselor attitudes toward the
further educational and vocational plans of high school girls. Unpublished study,
Lafayette : Purdue University, 1969.
Gardner, J. Sexist counseling must stop. Per$onn€l and Guidance Journal
1971, 49, 705-714.
Olnjberg, E. Career guidance: M'ho ncedi ii^ \cho provider it, who oan improve
Ut New York : McOraw Hill, 1971.
Harmon, Sexual bias In Interest testing. Meaiurmcni and Evaluation in
Quidance. 1973, 5, 496-501,
Hilw'ey, P* Perceptions of male models of femininity related to career choice.
Journal of Coun$eUng Psychology, 1972, 19, 30S^13,
Hellbrun, A.B. Toward resolution of the dependency-premature termination
paradox for females In psychotherapy. Journal of Consultino and Ctinical
Piuchology, 1970, 34, 38^-m
Manpower Report of the President. Washington, D.O. : Department of Labor,
1967,
Mlllet« K. Token teaming: A study of mmen*s higher education in America,
Katlonal Organleatlon for Women, New York, 1968,
Natfdger, K. O. A iuney of counselor-educators* and other selected profes-
sionals* attitudes toward mmen's roles, (Doctoral dissertation, University of
Oregon) Ann Arbor, Michigan: University Mlcrofllms, 1972, No. 72-956.
Parker, 0. V, 0, Some concomitants of therapist dominance In the psychotherapy
Interview. Journal of Consulting Psychology, 1967. 81, 813-318,
PlelTofesa, J. J., Ac Schlossberg. K. Counselor bias and the female occupa-
tional role. Detroit: Wayne State University, 1970, In Press, BRIO Document,
CO 006 056,
Pringle, M. The responses of high school counselors to t)ehavlors associated
with indeneodence and achievement In male and female clients: An Interaction
analysis. Ann Arbor: University of Michigan, unpublished dissertation, 1972.
Rosenthal, R. Jacobson, L. Pygmalion in the classroom. New York i Holt,
Binehart and Winston, Inc., 1968.
flchtossberg, N'. K. ^ Goodman, J. Imperative for change: Counselor use of
the Strong Vocational Interest Blanks, fmpact, 1972a, 2, 26-29,
— . Revision of the Strong Vocational Interest Blanks, Resolution to the
American Personnel and Outdance Association, March 29, 1972, Mimeographed,
College of Education, Wayne State University, 1972b.
Stewart, Nf. R., & Hinds, W. O, Behavioral objectives to direct simulated experi-
ences In counselor education. Videotape presentation at APGA, New Orleans,
March, 1970.
Thomas, H., & Stewart, X, R. Counselor resnonse to female clients Viith deviate
and conforming career goals. Journal of Counseling Psychology, 1971» IS, 352-357.
Wells, T. Woman which Includes man, of course. Scvoslctter Association for
Humanistic Psychology, 1970. 7.
Westervelt, E. The recruitment and training of educational/vocational coun*
selors for girls and women. Background paper for Kub-Commlttee on Counseling.
President's Commission on the Status of Women, 1963.
ERIC
' HI
Iwrmtivi! roi Chahqc; Cousmxoh U$s or lae Stbono Vocational lKtm«t
Buifxi
Women can find do wH insurance and real esUte. They become doctors, law3r«r«»
eemfl^ public accoununU, pollco ofBccrft aiid mlnlstera. Men have entered the
field of nurtlng, life Insurance underwriting, sales clerking, element* teach*
in|f. Vet, If one fills out the Strong Vocational Interest Blank form designated
solely for his or her sex, these occupational choices cannot be made, The use of
the Strong as it Is presently constructed is at beet arbitrary and Insensitive and
«t worst m violation of civil rights statutes, precedents and executive crdew.
Many people today have become concerned about women's limited occupational
opportunities. One specific cause of this limitation is the vocational guidance
women receive at the high school and college level. In Nancy Cole's introduction
to a scientific discussion of the major interest inventories, she writer:
*rrhe application of civil rights to discrimination against women In hiring prtiC-
tices and In salary lerels, the public attention gained by the women's liberation
movement^ and the increasing number of women who enter the work force each
year seem to be combining to produce a large number of women with access to a
St^i\y increasing variety of careers. Vocational Interest inventories which have
often been constructed primarily for use with men are commonly used to assist
women in making career decisions. However, the investigation of Such uses has
necessarily been limited to concern with those occupations which women have
entered in great numbers, traditional women's occupations. Thereforet U U ifi-
crea^itiffli^ importoni thai the appropriaiene^i of preient inventorU^ for me idih
women uHih acce»9 to the wKole ranpe of occupationB he carefully e^atninedJ*
(emphasis added, Cole, undated.]
Thh most commonly used interest inventory, the SVIB, limits choices tor both
sexes. First, the Strong includes 33 occupations for men which are not listed for
women--such as psychiatrist, author-Journalist, physicist ; the Strong includes 87
occupations listed for women but not available for men including elementary
teacher, art teacher, medical technologist. There ore men and women in these
unlisted occupations and norm groups could be devised for them.
Research on the SVIB indicates that 400 members of an occupation are an
appropriate norm group for a SVIB scale. Campbell states,
* . the following guideline, based on a variety of statistics and experience,
appears reasonable: samples of 400 are preferable, samples of 300 are sufficient,
and samples of 200 are adequate." [Campbell, 1971, p. 30.]
The following census data indicate that in most instances where we could
obtain this information, at least 400 persons are employed of the opposite sex in
an occupation reserved for one sex on the SVIB (see Tables 1 and II).
In addition to the limitation of not being scored on the same occupations as
men, the women's occupations are, on the whole, of lower status and therefore
of lower salary. For example, in the field of psychology, men and women receive
scores on the occupations psychologist and social worker. They each are scored
on one more peychology occupation. For women it is guidance counselor^ foi
men, psychiatrist. Senior CP. A. and accounting are men^s occupations according
to the SVIB ; accountant alone is a woman's. Community recreation administrator
and sales manager are on the men's form, recreation leader and saleswoman are
on the women's. /
Second, although many counselors point out that they give both men*s and
women's forms to their female clients, few we have chosen give both forms to their
male clients. In addition, giving a client both forms does not solve the problem
since it imposes an extra cost and doubles the testing time.
Furthermore, then the same person takes both forms of the SVIB, the profiles
turn out differently. For example, in a pilot study by the authors in which ^ men
and women took both forms of the SVIB, one Woman scored high (A or B-f
standard score) as a dental assistant, physical therapist, occupational then\ptst
on the women's profile ; and physldan, psychiatrist, psychologist on the men's
form. One man scorf^l high on personnel director, rehabilitation coun^elo*', socir^l
worker, physical therapist, and community recreation administrator on i men s
form; and guidance counselor, medical technologist, engineer, dletlciarM occopf.*
tional therapist, phptcal therapist, registered nutue, licenced practical n^ue,
radiologic technologist and dental assistant on the women's form<
142
.Vcji employed in occuf>Qiiot\^ liBtcd onJy on the ii'otncn*$ form of the SVIIi
dumber of men
tmployti <ri
Occupations not Hsttnl for meu on tho SVIB: wch occMpa^ioii
1. Alrliwe Ntt^wurdcss 1,600
2. Army, cnllsrca 1,326,326
3. Art tertchop* 05,850
4. Ueauticlnu 47,500
5. Duycr (•)
e. Dontal asi?urniit (»)
7. IHotlolflii > 3,000
8. nirpctor^Chrlstlan Kd (■)
0. Klementrtry toaclier 143,163
10. EngllMi toaclior 44,137
n. Entertnlner 8,650
12. Kxeciitlvu liouspkco|>er - (')
13. GuhJanco counselor 15,000
14. Home economics teacher - (")
15. Instrument assembly (■)
16. Interior decorator (■)
17. lJiiig\iflge teacher 16,629
IR Licen.<?r<l practical nnr.*ie 3,650
10. Life Insurance underwriter* ^. 320,270
20. Medical technologist. 6,000
21. Model {♦)
22. Navy, enlisted 680,483
23. Nflvy officer 86,525
24. Kcwswomen' - - 63,279
% Nun-teacher («)
26, Occupational therapist 700
27, Physical education teacher (*)
2a Public health nurse 4,000
29. Radloloitlc technologist 25,000
SO. Recreation leader A 27,000
31. Registered nurse 66,000
32. Saleswoman 1,120,000
33. Secretary 100,000
34. Sewing machine operator* (■)
35. Speech pathologist*. 4,500
36. Telephone operator 16, 119
37. Translator (")
1 IncludfR artists.
*Not available.
« Inctuilpg apents and brokers.
* Inrhulpd nudloloirUtji.
The dramatically different proflre« result from two areas of discrimination.
The flfiit Is the different occupations listed for each sex. The second Is the differ-
ent scoring req^ilrcments for an occupation oven when listed on t>oth fomis. lu tlie
pilot study referrcfl to ahove. nine women scored high on the occupation physi-
cian on the men's f'^rni. nnd only four on the women's form. Had the women,
as Is usual, taken only the women'.s form, five of them would not have had the
opportunity to consider medicine as a career through the use of the SVIB. In
this t5ame pilot study, nine women scored high on the occupation psychiatrist and
ten on the occupntlou of advertising, neither of which Is avallalile on the women's
form. Of (he ten men taking the wom?n*s form, seven scored high on the occupa-
patlon guidance counselor, sljc on recreation leader, and five on speech pathologist,
none of which are available on the men's form.
Thirdly, In addition to the ineoultles mentioned, hoth the current manual and
haudhook offer guidelines to counselors which, If followed, could be harmful. For
example, the current manual states.
"Jtany young woim^u do not api)ear to have strong occupational Interests, and
they may score high only In certain 'premarital* occupations; elementary school
teacher, office worker, stenographer, secretary. Such a finding Is disappointing
to many college women, since they art* likely to consider themselves career
orlentcfl. In such cases, the selection of an area of training or an occupation
should probably Lk> based on practical considerations— fields that can be pursued
ERIC
143
PArt-time, are easllj^ resumed after periods of non-employment, and are readily
Available in different locale^/'
The Uandbookt the most recent publication on the 8V1B states,
There is nothing in these data to suggest that the relationship between women's
Interests and occupational characteristics Is any different from that found
among men. Vet, occupational planning for young women will necessarily be
different from that done by youug men bccaui;e of tlieir different roles. How to
Integrate these matters of Interests into the realities of n young wife and
mother's life is not well understood but» as the strategies of planning must be
supplemented somehow^ these scales should provide some systematic data to help
direct the feminine decision. [Campbell, 1971, pp. 191, 193.}
Thus, It can be Seen that In the alternullves provided for men and women taking
the testi in the method of scoring and in the manuals available to counselors, the
SVIB consistently limits occupational choices for men and women to the detrl«
ment of both.
' Women employed in occupations lUted only on the men'9 form of the SVIB
yumUr 0/ leomen
€mptoyed in
Occupations not listed for women on the SVIB : occupation
1. Advertising man - M,082
2. Air Force ofllcer *4,85S
3. Architect *765
4. Author-journalist * 44, 510
5. Biologist '8,720
0. Cari)enter '2,640
7. Chamber of Commerce executive (")
8. Community recreation administrator ^ (*)
9. CPA owner * (*)
10. Credit manager (')
11. Farmer * '711
12. Forest service man*. *778
13. Funeral director * '2»207
14. Life insurance sales ' '35,287
15. Minister '4,695
16. Office worker - - (*)
17. Osteopath - '474
IS. Personnel director - •27,500
ID. Pharmacist '7,120
20. Physicist •1,354
21. Policeman '6,200
22. President manufacturing '20,887
23. Printer - - '3»131
24. Production (*)
25. Psychiatrist - (')
26. Public administrator '28,067
27. Purchasing agent * 14, 000
28. Real estate sales 1 •56,260
29. Rehabilitation counselor- *2,400
30. Sales manager (')
31. School superintendent (')
32. Senior CPA 1 'S.OOO
83. Veterinarian - ^306
» Unlt^ States Boreaa of the Censud. United States Census of Population j 1960, Vol. 1.
CbaracterUtlcs of the Population. Printing Office. Washington, D.C.. 1964,
■Exeohtive Office of the President. Bureau of the Budget: The Budget of the United
StatM Government, cited In United Stofes Bureau of the Census. Statistical Abstract of
the United States i 1070 (SlsUdltlon). Washington. D.C, 1070.
•Not available.
«Only farm manapera are Included to exclude those women who are Ust^ as farmers
solely because of their status as farmers* wives.
*IncliideB conservationist*.
• tnctu'^ea enr.bfllraerH.
» Inchules ajr^nts a»^il •'h'^erwrlters.
* OccupntlonPl Outlook Handbook. 1970-71 edition. United States Department of tabor,
Wasbln/fton. D.C.
144
WHAT OAK TKK mctlCINO COUNSEtOR 001
Hie SVIB Is being revUed. But until such time as that revision Is completed
ana eliminates the inventor.v*$ discrimination^ we have four susfgestlons tor the »
practicing counselor:
(1) Always give both the men's and women's forms to all clients. Although
this still allows a man to compare himself only to women In 87 occupations and
women to compare themselves oply to men In S3 occupations, we feel this 1$
better than Ignoring: the 70 occupations available If only one form Is taken ;
(2) Scores should be used as locators of Interest areas. The counselor can use
scores on the SVIB as a starting point for occupational brainstorming wUh a
client { that ls» as a basis for extrapolation to related occupations. The SVIB
answer sheet provides a convenient format for doing this, since the occupational
scores are arranged by a combination of statistical and logical analyses into
groups of related occupations. Tot example, a woman receiving high scores on
chemist and physician should receive a list of additional occupations which are
grouped with physician or chemist on both forms, I.e., group VI on the women's
form and groups I and 11 on the men's. The additional occupations for this par-
ticular woman would Include dentist, osteopath, veterinarian, psychiatrist, psy-
chologist, biologist, architect, mathmatlclanr physicist, engineer, medical tech-
nologist, computer programmer, math-science teacher and engineer.
A man receiving high scores on physical therapist and engineer should receive
a ll«t of additional occupations which are grouped with physical therapist or
engineer on either form, I.e.! group II on the men's form and groups YI and X
on the women's form. The occupational list for this man would Include architect,
mathematician, phvslclst chemist and engineer (group 11, men's form) i physi-
cian, dentist, medical technologist, computer programmer and math-science
teacher (group VI, women's form): physical education teacher, occupational
therapist, physical therapist, public health nur^e, registered nur^e, licensed prac-
tical nurse, radiologic technologist and dental assistant (group X, women's
torn)*
To summarlaie, the client's A and B+ scores on both the men's and women's
forms provide the basis for developing a wide range of occupational possibilities
for the client The counselor can take each of the A and B+ scores and then
examine the Kroup of related occupations Into which e^ch pcore falls. The total
list of occupations given to the client then contains all original scores and all
occupations cati,<rorlzed with the original scores.
Those clients taking only one form of the SVIB wllU of course, have fewer
options to consider. However, the creative counselor can still extrapolate by
examining all the related occupations on the form taken and !i?en locating these
occupations on the other form to see If new alternatives present themselves. For
example, a woman taking only the women's form i»nd receiving a high score on
recreational leader should also consider the occupation communltv recreation ad-
ministrator, found on the men's form. She should also consider all of the occupa-
tions grouped with It, as well as those grouped with recreational leader on the
women's form. A man taking only the men's form and receiving a high score on
rehabilitation counselor should also consider the occupation occupational thera-
pist, fmind only on the women's Arm. and all of the occupations ^rrouped with it,
as well as those grouped with rehabilitation counselor on the men's form.
This principle, i.e., looking at similar occupations on the two forms, should
also be applied to those people taking both forms. Research have shown that
people do not always receive high scores on related occupations on the two
forms, probably because of the different composition of the norm grouf>B.
(S) Write to the publishers of the SVIB, Stanford University rres*, Palo
Alto, California, supporting the current changes in the Inventory. We urge the
publishers to fund the development of new norm groups for all the occupations
not listed on both forms. For example, there are 66,000 registered male nurses,
yet the only norm group of registered nurses consists of women on the women's
form. There are 2,000 women senU^r CP.A.'s, yet the only norm group of O.P.A.'s
consists of men on the men's form.
WHERE WE STAND
Th<^ authors introduced a resolution to the American Personnel and Guidance
Association Senate, calling for the formation of a Commission which would
Insure that the revision currently underway proceed with appropriate speed and
eliminate to the hiequltles of the Strong. The resolution, referred to the Asso-
146
dation (or Measurement and Evaluation m Guidance ( AMRG), has been pasa^.
Wo hope that this Commission will be appointed soon and will help to insure that
the SvIB remain the best vocational Interest Instrument there is and become
one which counselors can use to help aU their clients formulate vocational
decisions.
Campbell, David D. Handbook for ike Strong Vocational Interest Btanki
Stanford University Press, 1971.
Campbell, David P., Manual for the Strong Vocational Intere$t Blanki^ re-
viaedi Stanford University Press, 1906.
Cole, Nancy S.» On Measuring the Vocational Intercti of Women, Research
and Development Division, The American College Testing Program, lowa City»
Iowa, undated.
On McASuaiKo the VocAiiONAt Interests or Women
(By Nancy S. Cole)
The application of civil rights laws to discrimination agalni^t women in hiring
practices and In salary levels, the public attention gained by the women^s libera*
tlon movement, and the Increasing number of women who enter the work force
each year seem to be combining to produce a large number of women with access
to a greatly Increasing variety of careers. Vocational interest inventories which
have often been constructed primarily for use with men are commonly used to
assist women in making career decisions. However, the investigation of such
uses has necessarily been limited to concern with those occupations which women
have entered In great numbers, traditional women's occupations. Therefore, it Is
increasingly Important that the appropriateness of present Inventories for use
with women with access to the whole range of occupations be carefully examined.
Much research has suggested that present Inventories yield several types of
meaningful Information about women*s vocational interests. A number of studies
have reported similar types of differences between career-oriented and hotne-
orlented women (Astln, 1988; Gysbers. Johnston, A Oust, 1968; Harmon, 19T0;
Hoyt & Kennedy, 1958; Rand, 1968; Schlssel, 1968; Surette, 196T; Wagman,
1986; and others). Astln (1968) and Harmon (1910) have studied the develop-
ment of vocational interests in women using standard Inventories, and Harmon
(19^) examined the long-term stability of Interest mea^res for women. Many
occupational scales for \vomen have been successfully validated (e.g., Campbell
& SoUman, 1968; Darley & Hagenah, 1955; Harmon & Campbell, 1968; Strong.
1^3). Thus> several types of useful information about women*8 vocational in-
terests^ a re provided by present Inventories.
However, a number of questions remain about the use of present inventories
with women considering vocations not traditionally assocl&ted with women. -
When the results of Inventories center around women's occupational scaie^j
which have necessfarlly been limited to traditional women's occupations, the rerjlt
may be to limit consideration to the occupations presented although. In fact, the
options may be much broader. If there are similarities in the patterns and inter-
relationships of wonren*s interests to those found for men, it may be possible to
make inferences from data for women to the entire range of men*s occupations,
thus eliminating the limiting effect of using only the traditional women's voca-
tions. It is the purpose of this paper to consider this possibility by examining the
structure of women's interests, in terms of Inventory scales and occupational
groups, to compare this structure with that fouud tor men, and finally to suggest
what Inferences, If any, can be made from women's interests to the entire career
spectrum.
STUDY i; THE STaUCTUBE OF WOMEN'S INTERESTS
In a recent paper, 0>le and Hanson (1971) examined the structure of voca*
tional interests of men in several interest inventories. Their results indicated a
common structure (or pattern of interrelationships) of interests across all the -
Inventories considered. The common structure followed the two-dimensional cir-
cular arrangement of scales proposed by Roe (1956) and Holland, Whitney,
Cole, and Hlchards (1969). In Holland's terms the circular arrangement is from
Realletlc to Intellectual to Artistic to Social to Enterprising to Conventional and
back to Heal 1st Jc.
ERIC
146
Colo and Hanson (1071) ^uggest^d that knowledge of such a circular arrange-
ment could assist In the Interpretation of the Inventories, particularly with oc-
cupations for which no specl^c scales exist. In the case of women, InteHiretatton
In the obsenro of particular occupational scales could be e&j)eclally useful in this
time of vocational transition, Therefore, the purpose of Study 1 was to ejrgmlne
the Rtruclure of women's Interests In the Strong Vocational Interest Blank, the
Kuder Occupational Interpst SuVvey, Holland's VocatlonnI Treferenco Inventory,
and the ACT Vocational Interest l»rotl!e to discover If a common structure existed
and. If so, to explore how It compared with that found for men.
Method
The Amly^h of spatial configuration. Following Cole rtnd Hanson (1071), an
analysis of spatial connguiatlon (Cole ^ Cole, 1070) was used to examine the
ffJatlonshlp of scales for women In the four linentorlea the Strong?, the Kuder,
Holland s Inventory, and the ACT Instrument. The analysis gave (1) the degree
to which the variation on the scales can be accounted for by a two-dimensional
conflgumtton of tho scales, and (2) the imrtlcular conftguratlon of the Interest
scales when plotted on a two-dimensional surface.
Data, Soimrate correlation matrices of the scales In each of the Interest Inven-
tories were submltte<l to the analysis described. The Intercorrelatlons of 2V
Strong occupational scales for 300 women were given In Strong (1059), and those
for 10 Strong basic scales for women were ta)?en from Campbell ri071, p. ieS)»
Th<^ hudct Ocrupnthnal Interest S^uney Manual (Kuder, 1006, pp 5(^57) gave
Intercorrelatlons of 21 core scales for 280 women. The Intercorrelatlons of the
0 Holland scales for 2,433 women were reiK)rted in the ACT OuUancc Ptofitc
Mannal (The American College Testing Program, 1008, p. 29), and those for the
8 scales of the ACT Inventory for 655 women were given in the Handbook for the
ACT Career rtannin{; Program (The Amer^x-an College Testing Program, 1072)*
The Kuder Inventory posed a S|)ecial problem as the 21 core scales on which
data were reported for women Included 14 scales constructed on men but scored
for women along with 7 scales constructed on women. In addltloTi, of the 14
men 8 scales 0 were occupatloiml groupH and 5 grouiki of educational majors
while 2 of the T women's scales Mere also educational majors. Also, the 7 women's
scales were traditional women's occupational areas primarily of the social tyi)e
Which would be exiiected to give only a small segment of the Holland circle*
Because of this unusual mix of scales and because comparisons across scales
derived on dlffereiit sex groups is not recommended on the Kuder, only the 9
male-constructed occujmtJonal scales were analysed. This erroup of scalea seemed
most likely to show any whole circle configuration which might exist.
ERIC
147
Ooodnc$i of fit oi ihc ftco dimcnslonf. The goo(lne8H of fit of a planar surface
to the points representing scales of an Inventory was measured by the |>ercentage
of the trace given ly the first two dlnienslons In the analysis of spatial conflg*
uratlon. The percentage of (he trace may be Interpreted as the proportion of the
variance of tlie scale iwlnta accounted tor l>y two dimensions*
Table 1 gives the result:) for the flt of iho plane for each of the five analyses.
The results were comparable to those found with men by Cole and Hanson (1971)
in each case. Four of (he ^ve analyses Indicated a good Rt of the scale conflgur-
atlon to the plane with pt?rcentages of the trace near 609fc. The Strong basic
scales gave much poorer ftt (ns occurred with men) as was expected since the
scales were constructed to be as Indei>cndent as possible.
TASU l.~COOONESS Or F^T OF THE KANES
Number PircinUli
Inventory of Kat«i (fact
Strong occupitlonal i€st«$ 27 59.0
Strong bisl: «*t« 13 34.3
Ku<ltr occupition^^ KJlii ^ 9 61.7
Holland'iVPlMilii 6 59.7
ACTVIPttalit 8 59.5
The planar configuration?. The scale points were projected onto the best-flttlng
planar surface for each of the inventories, and the configurations were oriented
tn the same general way for visual comparisons. Figure 1 gives the configuration
of Holland's six scales. The configuration corresponded to that reported by Hol-
land et al. (10C9) and Kdwards and Whitney (1071) and showed the circular
ordering from Realistic to Intellectual to Artistic to Social to Enterprising
to Conventional.
The conrtgurations of the 27 Strong occupational scales, the 19 Strong basic
scales, theO Kuder scales, and the 8 ACT scales are given In Figures 2, 3, 4, and
5, resj>ectlvely. In each case the configurations tended to follow the Holland
ordering and were, in addition, similar to the comparable configurations for men
reported in Cole and Hanson (1071). For example, of the Strong occupational
scales in F'igure 2, math -science teacher, dentist, physician, psychologist, author,
life insurance salesman, nnd office worker were located In very similar positions
to the corresiwu-^^-^g scales for men (Cole & Hanson, 197, p. 48), and tn both
rase.s the scales Ci/n/ormed to the Hollai.d circular ordering. For each inventory
examined, the neallstic-Intellectual scales tended to be found in the upper left
quadrant, the Artistic scales to the upper right, and the Social -Enterprising-
Conventional scales from right to left in the lower half of the configuration.
ERLC
148
' ln(el{«ctuiti
Cofivtntton«1
% Artiille
^Social
Bn\9rpr\$)ng
Fiouit£ 1.— Spatial conagijratlon for women of Holland's six Vocational Prefer
ence Inventory scales.
ERIC
149
♦
Ltb, Techr>lcl«n
Mith.^ScL TMchif
Nuri# H
Oocup. Thirtpitt ^
^PiVchotogTtl
Soda) Worker^ # Author
y\Mi^A.<i^ Soo. Scl.Tetchtr ^
♦ J!!!^^: . ^!r2f^?> J*^*^
♦phyi.edTetcher
Elem. TMcher
Hou$ewlf« H
Off ict Worker
$t«nogrftph«r
Suv«r
Musician
Muiic TMchtr
Ufa Ini. Sateiman
FiouRE 2.— Spatial configuration for women of 27 Strong Vocational Interest
Blank occupational scales.
160
#
Nufnbtri
Biologic«l Scitrvet
Outdoors i
Medical Scitnct
Office Pf«ctlc$$
+
Uvu/Politlci ! ^
Spofti j
I
I
I
!•
Retlgloul ActivttiM
I
4
I
Merchandiiint)
Writing
0 Performing Arti
Art
# Te»ch)r>o
kHom« making
rSoctai Sarvica
Fiot;iuE 3.— Spatt&l configuration for women of 19 Strong Vocational Interest
Blank Basic scales.
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151
Architect
Mith«m«tlcl«
Chtmlit #
lawyer
Acc<Hintar>t #
• Socfel Worker
# Personnel Mgr.
Fiouius. 4.— Spatial conflg^iratlon for women of 9 Kudor Occupational Interest
Survey scales.
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162
Sdtne*
Health
Tradtt
Tichnlcal
4-
Art
■r
BusinM 0«t«il
Social Servic*
6uifn»if Contact
FiouBE 5,— Spatial configuration for women or 8 ACT Vocational Interest Profile
scales.
163
J>Ucuuion
in thU study hare found tbat women's intereaU can ba rapreaentad In a
ttv<H)iinaDaional conDguratlon and that the conDaurations generally conform to
thoae reported bf Cole and Hanscu ( 1671) for men. The eilBtenca of a structure In
tha Intereata of women similar to that found for men could be valuable In inter*
prating women's interests, especially In cases where specific scalas for wometi
(n careers dominated by men are unavailable.
In the next study we examined interest inventory acorea of women selecting
g articular vocations to get furthar Informatloo about the pervasiveneea of the
olland conDguratlon io the vocational intereata of women.
atvoY as occOTATtorfAL coNnotmATzoKS
Additional information about the Interest patterns of women In a variety of
occupations can be obtained by constructing occupational conflgurationi. Colei
Whitney^ and Holland (1071) used the analysis of spatial configuration to con-
struct a configuration of occupatlona for men based on Holland's VPX, The results
both confirmed and supplemented the analyses of Cole and Hanson (1071). In
this study we constructed two occupational. configurations for women, one based
on Holland*8 VPI and one based on the AOT VIP, in order to compere the occupa-
ttoual configurations with the Inventory scale configurations and to gain additional
information about occupational groups for which no scales are available.
Method
Data. The data for or^e of the occupational configurations were scores on the
six scales of Holland's VPI and expressed vocational choice of d|14d female
college freshmen in a sample described by Abe, Holland, Luts, and Richards
(1965). Expressed vocational choice was obtained by asking the students to select
from a list of over 70 occupations **the occupation you plan to enter." Mean VPI
scores were computed for all students selecting each of 22 occupations with
ade<iuate frequency of selection and expected diversity in the configuration.
For the second occupational configuration, the data were scores on the eight
scales of the ACT VIP and expressed vocational choice for women entering
2-year colleges. The students selected their vocational choices from a list of
over 150 occupations. Mean AOT ViP scores were computed for students selecting
each of Id occupations.
Analyiii, Cole and Cole (1070) described a procedure for projecting group
means onto the space of the variables produced from the analysis of spatial con-
figuration described in Study 1. The analysis yields a projection matrix with
which the occupational group means can be plotted on tne same surface as the
scale configuration. The result is then a configuration of occupatlon/il groups.
This procedure was used by Cole et al. (1071) to obteln au occupational con-
figuration for men based on scores on Holland*s VPI. In this study the analysis
was applied to data for women from HoUand*s Inventory and from the ACT VIP
to obtain two occupational configurations for women.
ResuUi
Figure 0 gives the occupational map for 22 women*s vocational choice i^oupa
based on Holland's VPI. The map In Figure 6 can be superimposed on that of the
Holland scales in Figure 1 to relate the Inventory scales and the occupational
groups. The configuration in Figure 6 was cleariy compatible with the scale
configuration lit Figure 1— that is. socfaHype occupations such as social worker,
elementary school teacher, history teacher, and counselor fell in tl^ same area
as the Social scale. In addition, the configuration of occupations was quite similar
to that found for men by Cole et at (1071).
In Figure 7 the configuration is given for 18 occupational choice groups based
on the AOT VIP scores of a sample of women entering 2-year colleges, Ko
scientific occupations were available on this group and therefore the ui^r left
quadrant is vacant. However, even on this different sample of women, the occu-
pations again conformed to the scale configuration in Figure 4 and to the general
Holland circular ordering.
Scitnw TM^er # f>hyiici*n t
Medical Tech,
Nurse
•
M*^. Tcachef
• ♦
Mathematician
9 Musician
Journalift
Housewife
^ Music Teacher
Teacher^ ^Counselor
History Teacher
Secretary
Buv«^
Accountant
em. Sch, Teacher
Lawyer
^Social Worker
Business Teacher
Fiovftc 6.— Spatial conflguration of occupations based on women's responses to
HoHai^d's Vocational Preference Inventory, The number In each occupational
group U given below.
Accountant— 174
Art Teacher^S
Business Teacher^O
Buyer-W
CHn. P8ychologlst-48
Counselor-7d
Blem. Sch. Teacher-1407
English Teacher-306
History Teacher-154
Housewlfe-122
JournalJst-67
I/awyer-32
Mathematlclan-54
Math. Teacher-144
Medical Tech.--lll
Muslclan-43
Music Teacber-74
Nurse^Ol
Phy8lclan-79
Science Teacher^S
Secretary-267
Social Worker-14D
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166
^ . . ^ 0«ntal Ant.
Commercial Artist a
I (|i Etem. Teacher
Cosmetologist % ^
Compuiaf Profl. J SoSi Worker
Advertising
Data Accessing
I
I
Dept. Store Mktg.
Secretary
Sales & Ratait
FioxJRE 7.— Spatial conf)guratton of occupations based on women's responses to
the ACT Vocational Interest Profile. Tbe number in each occupational group
is given below.
Advert lsJng-20 Dept. Store Mktg.-22
Commercial Artist-^ Elera. Teacher-S9
Computer Prog.- 178 Registered Nur8e-S4S
C08metologtst~158 Sales A Retall-70
DataProcesslng-23t Secretary-988
Dental Asslstant^lS Sodal Worker-58
Dental Uyglenlst~12d
The similarities of the occupational configurations based on two samples of
women (one sample of 4*year college students and another of 2-year college
students) nod two different inventories lend further support for the pervasive-
ness of the Holland circular ordering in the vocational interests of women.
IMPLICATIONS AND CONCLUSIONS
The primary concern of this paper has been how interest inventories can l)e
used with women in order to provide useful information about the full range
of careers currently being opened to them. As was noted earlier, the use of
traditional women*s occupational scales may have a severely limiting effect on the
166
careers women conaldor. Yet at this time of traosltlon. the only data available
are those on traditional women's occupations. In this section we examine the
ImpUcatlons of the studies presented here for a different kind of use of pre^,ent
Inventories with women with newly Increased career options*
The two studies In this paper indicated that when women^s interests were com*
pared with those of other women, the resulting structure of interests was essen-
tialiy the same as that found for men. In addillon, when there were occupations
Which both men and women pursue, these occupations tended to fit In similar
positions within the structure for both men and women. These results suggested
that by locating a women's Interests wltbln the observed circular structure, one
could Indicate similarities not only with the locations of women's occupations
but also with mens occupations at a corresponding location In the structure
for men,
The Holland VPI and the ACT VIP are well suited to this approach since they
contain scales which refer to areas of the circular structure and are identical
for- men and women. Thus, on these two Invenlorlos one need only Identify the
scal^ on which a woman^s scores are relatively high when compared with scores
Of other women and r^fer here to both the men's and women's occupations which
relate to those scales. rnui^i*
The game type of Information Is also available In the Strong and the Kuder,
although In a less direct way. For these two lnventoHe«<, the present scales should
be used only to locate a woman's interests on the circular structure or in the pri-
mary categories of the structure. Then lists of both men's and women's occu-
pations whlwi relate to that location should le provided. On the Strong, either
the women « occupational scales, the women's basic scales, or the more ideally
suited new Strong-Holland scales could be used at the initial step. The women's
occupational scales on the Kuder are so limited that the nmle-derlved scales are
probably better-sultcd for the purpose of locating women's interests on the clr-
cular structure.
There are two additional implications which should be mentioned. First, the
procedures suggested here are different from the tradition ot empirical group
comparison common to both the Strong and the Kuder (although not inconsist-
ent with the more recent work on the more general Strong basic scales). We
argue not necessarily against the empirical approach but Just that the lack of
available data should not be used to limit women*s career options, especially
when a viable alternative exists. A second point deserving notice Is that the re-
gults of the studies presented here do not Imply that women's and men's in-
terests do not differ. In fact, evidence is abundant that there are distinct differ*
ence« presently in this society. The results Imply Instead that the interrelation-
ships of Interests do not differ and, for example, that a woman whose interests
are relatively more scientific than those of other women may look more like a
scientist In her Interest pattern even though she may still have the high social
interests of most women.
In summary, while present Interest Inventories sometimes include trndltlonal
women's occupational scales which could limit women's career options, the present
inventories show a common structure of women's interests which parallels that
found for men. By using this structure, women may be given Information about
how their interests relate to the full spectrum of occupations, Including those
associated traditionally with either men or women.
REFERENCES
Abe, C, Holland, J. L., I.utz, S. W., & Richards, J. M.. Jn A description of
American college freshmen. ACT Research Report .Vo. /. Iowa City, Iowa : The
American College Testing Program. 1065.
The American College Testing Program. AOT Outdance Profile manual Iowa
Citv, Iowa : Author, ims.
The American College Testing Program. Handbook for the AOT Career Ptan^
ntnffProgranh Iowa City, Iowa ; Author. 1072.
Astin, IT, S, Career development of girls during the high school years. Journal
of CounMeUno Pmho\oov^ 1968, 15, 536-540.
Campbell. D. P. Manual for the Strong Vocational Interest Blank. Stanford:
Stanford University Press. 1066.
Campbell, D. P. Hdndhorik for the Strong VocaUonal Interest Blank, Stan-
ford : Stanford University Press. Ift71.
Campbell, D. P., & Solimfin, A. M. The vocational Interests of women in psy-
chology : 1962-^. American Psychologist, 1968, 23, 158-163.
ERIC
167
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Coe, N. S., Sc Hanson, o.ll An analysis of tne structure of vocational Interests.
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STATEMENT OP DR. NANCY K, SCHLOSSBERO, OFFICE OF WOMEN
IN HIGHER EDUCATION, AMERICAN COUNCIL ON EDUCATION,
WASHINGTON, D.C.
Dr. Sciif-ossBKRo. I am delifirlitcd to l>e here and because I have not
met Mi^. Chis'^olm. Mrs. Jfink or vou, Mr. Hawkins, T would like to
identify myself so tlmt tlie questions you may, as will, relate to my
field of expertise,
I have just been tlie director of the ncf^v office of women in higher
education for 3 weed's. Refore that I was a coun«=elor educator at Wayne
State University. I tliink that is relevant to some of the points that
have come up.
ERIC
158
In addition, nt Wayno State University, where I wfts an associate
professor, I was the Chairperson on the Commission of the Status
of Women and then I was the elected Chalrpei'son of the college
of education faculty*
So, I Imve been very involved in the subjects of education as well
as counselor training.
Rather than i^epcat many fine points that have been made, let me
foc us on some things that wew^ not covered.
One thing that ^va8 continually discussed at Wayne State by the
president aiul the conmiission was wliy was the cojnmission also ifight-
ing for special money for women. I am sure this question will be
raised in regard to this bill.
Mv answer to this stems from a lot of the research I know about
and nave done in various subgroups in uuivei^ity campuses. I hypothe-
size that any gro\ip which either numerically or by image is seen as
ditfercnt from the majority needs special visibility.
For example, I did a study of all of the atfult men 36 and over
who weiiJ undergraduates at Wayne Univei^sity. This subgroup felt a
strong need for a place of their own. They felt discriminated against
They felt downtrodden. They felt idiotic in many of the classes. I
ment ion men because we have only been talkuig about women.
But this bill will help all jKOple, men as well as women.
At Wayne State we did one of the fefw studies of commuter students.
The resicfentin) .*?tudents at Wayne State felt a need for a special place.
The commuters at a residential campus need special visibility. The
list could go on, blacks in white universities, whites in black
universities.
I contend that special services arc not necessarily forever but are
definitely needed as a vehicle to enable the group in question to emerge
with self-confidence and equality. The aloneness that the men in my
study ex})erienced, the fear of trying out tmtraditional routes that
women are cont in\ially counseled to express and the anger that individ-
uals feci in fighting and usually losing with the bureaucracy are testi-
mony to the need for special attention.
The i^ue before us is: How could funds cenerated by this bill be
used to improve educational opportunities for women?* My remarks
\\\\\ be addressed to an imiK)rtant area of concern which is my own
field of specialization, that of vocational counsoling.
In the past month, T have had a 55-year-old widow discouraged from
entering dentul school calling me frankly, an undergraduate woman
who called me because she was discouraged from majoring in engi-
neering, a high school girl from taking advanced classes in science
and mafch. Counselor bias is ceiiainly not limited to women; men wish-
ing to enter a feminine profession like nursing woidd undoubtedly be
discouraged by many counselors. Likewise, minority group member.^
have long been counseled to be realistic about their place in the world
of work.
A woman who wanted to get into social work was caPed and told,
"We can't accept you because your luisband lives too far away, because
if you come here it might disrupt your family life."
I hear all the time of instances of counselor bias. Mv dream in life
IS to hear somebody sav to me, ^'Nancv, a counselor helped me," but
I never heard that. Well, anyway, I still have a few years to live.
er|c
169 .
^iJnf^ concettied about counselor bias. I am con-
#?f/i*^*V°""^'2'' ^'^5 }^^^^ opportunitlea for blacks, for men,
Li ^iTo H' "members of lower socral classes, in other words, coun-
selor bias damages everyone. (WUII
Now my colleague Jolin Pietrofesa at Wayne State University and
r have engaged n a study of counsel bias. Pox- the record, I am sub-
IJHtefu*"-.?'"'^'/^"^ John and I wrote in which wo reViewed fhe
* .u- of counselor bias. There arc very few studies. There-
w'w^ you can be an expert in in a very short time.
« 1 Whyne, we hired a young woman and we coached
her and pa d her and she went mto our counseling laboratory where
^"lu? V '^'"^ there to counsel people in the com-
munuy, xsow we have a one-way vision room and tape recorders so
that every interview is recorded and then those of us who are coun.
selor-educators supervise this.
The students did not Itnow that this woman in question was a plant,
II ^^I'lf u ^^^^^ <^ebating whether to co into engineering
?L/-cr* "'^ nssiimed that tliero woulcfbe some lias, but
Sf^Sf i'l^'*'*'?/^ ""1 ? "'"^ ni^P«ll«d and shocked at the
degree of bias. It was not just men counselors, women counseloi-s were
equally as biased as men counselors. In fact, nobody did any counsel-
. 5''*' case was presented, the counselors were verv busv
fa4^f life ctcetfrl "''^ '"''^^^ yo"*"
John and I are in the process of trying to replicate the study in
terms of a man and a woman, a man considering a feminine occupa-
tion and a woman considering a masculine occupation.
Now, we feel very strongly that the importance of the study we
important if we make use of tliis in our counselor train,
experimented at Wayne State Univeraity in terms of
training of counselors. At Wayne we were able to convince the board
w£n?Qf^? T?''- t^^t''ecutlve staff to give all of the counselors at
Wayne State University a day off a week and a group of us tried to
develop or did develop an inservice training module on counseling to
get over sex bias. "
It was an 11-week program. Lot me tell you that the president gave
time off in a tight moiie>; year. We won this and gue«s what : The coun-
selors didn't sign up for it.
* lu"^ complicated thing. We finally got 60 counselors to
sigii "P. but they were the counselors who had the right attitudes to
i>ogin with. » e have, a systematic program for inservice training.
The (lung I like about this bill is that it would provide money for
many people who develop many kinds of inservice training programs.
It could provide nioney for consultation at various institutions be-
cause each inservice training program must be developed in terms of
the needs of the particular setting. It could provide money for confer-
ences to bring people from all over tlie countn- together to see the dif-
ficulties m terms of this kind of retraining.
It is not easy to retrain counselors or teachers or supervisors. It is
not easy to alert people to their own biases. People never want to admit
this.
So, it is a very difficult thing and the bill gets directly at that issue.
FRir
160
Now counselors do more than Just interact with coimselees. They \m
tedts. Arvpnne Frasor mentioned the Strong vocational Inventory.
Jane Goodman ai:d I took it uoon ourselves 2 years ago to pick the
best and the bitfgesl to try and fight it and change it. I am one of the
counselors that Mrs. Fraser mentioned,
I don't want to do away with the Strong. I think they are useful to
people. However, in their performance, they arc very, very limiting.
Now the Strong is being revised, but the problem is this i There Is not
money available to develop new norm groups and until new norm
groups are developed, that is, until women veterinarians are tested and
put into the test, until male secrcfariesi and in the testimony I have
the details of the Strong, until new norm groups are developed, the
test, no matter how careful a job David Campbell does, it will not be an
unbiased test.
The Strong is only illustrative of so many tests, not only in terms of
vocational inventories, but in terms of the LSAT. I understand that,
toOt is biased.
We need money to pull together people from all over the country,
test makers and dcveloijers, and we need ways ^o encourage them to
change the test. We can do it le^rally and get rid of the test^ but I
would hate to see that happen. I would hate to see money used to
take those tests which have some effectiveness and make them bias-
free. This is something tlie bill addresses itst(f to.
Now* one of the other things I liked so much was the money for
women^s centers because I think this is a very important thing that
has happened in this country.
In 1960, there was one women's center. In 19Y3, there are over 400
women^s centers throughout the country. Very often these women's
centers are operating on a shoestring budget in an ad hoc manner.
Yet they are helping women deal with the very essence of what
Matina Horner describes: ^'There are many reasons women don't
achieve." Matina Horner, the President of Radcliffe, has done that
excitin<? research on women's fear of success*
Until we help women be unafraid and, as she says, let me read:
Dr. Horner points out that a brijKhi women in caught In a double bind. In
testtngr and other achievetnent-ortented situatfons, ithe worries not onty about
failure, but aUo about success. If she faUs, she is net Uvlng up to her own stand-
ards of performance ; If she succeeds, she is not Uvla^ up to societal Expectations
about th0 female role. Men In our society do not have this kind of amhlvalance,
because they are not only permitted but actively encouraged to do weU.
We have to help women bo unafraifl to succeed and help men be
unafraid to cry and to stay at home. We need to blur the sex roles.
We need to free neople up so that they can do what if they want to do
reffardles8 of their sex.
The ffoal, I think of your bill, \^ the ficoal I have felt for a lon<y time
as counselor-educator and I hope to imjilement in my own jobs, to
develop human ' Mncrs who are free to net in ways that are appropriate
to their interests and their values — not their sex.
Mr. Hawkin's. Thank yon for an excellent statement. I must
apolojjize because I am due in another subcommittee. 1 don't want you
to feet yon have chased me away.
Dr. SciiLossBERo. I wouldn't. I will look forward to seeing you
again.
Mrs. MiKK rr>residin<yl. Your testimony has been most illuminating
and will be very helpful for further deliberations in this committee.
er|c
: 7 ■ : : :
As the Director of the new Office of Women in Higher Eduofttlon at
the American Council on Education, an office which I am not per-
sonally familiar with, could you just teU us briefly what the office is?
la It newly created and what can we expect from the American Council
on Education?
Dr» ScHLoesBERo. It Is a very good question. I wish I could answer it.
It is a newly created office. They have been searching lor somebody
to fill thl$ ottice for the past few months, I think almost a year, since
it waa announced that the American Council was going to establish
such an office. I think very much what happens in that office will depend
on those of us who are working in the office, as well as our constituency.
-> We have member organizations.
But It is my hope that it will be an activist office taking a lead in
areas such as career education, counselor education, developing in-
service workshops^ possibly moving in the whole area of rosters. They
have been moving m that area.
But I can't be specific about the actual projects we will work on. My
own feeling is, and I can say that I think the American Council agrees
with this,Tt will not bo a research-oriented office. Rather, it will be
an attempt to take a look at problems women and men face in higher
education and disadvantaged students and faculty and take some
position*; and develop some programs winch can be useful on a na-
tional level.
I cannot be more specific^ I have been in the office a total of 3 days.
The next iimo meet, I hoy.Q I can be mom authoritative about it.
Mrs. Mink, Did the decision to create the office arise from any
specific problem which the Council faced or is it just a new lllumina*
tion of their responsibility ?
Dr. SciiLossBKRo. You probably would be better of! asking Bunny
Sandler that, because I think she has been involved in this from the
beginning and I was at Wayne training counselors when the decision
was made, so 1 don^t know the answer.
Mrs. MrXK. Have they given you s^aff ?
Dr. ScHLOSSBERO. I am not there officially until September, but I will
be hiring staff. I have a secretar^^ Liz Arnold, who has been an intern
• from Berkley, She will be working this summer. I will have assistance
in the fall.
Mrs. Mink. If H.R. 208 should be enacted into law, do you envision
that the American Council would be one of the participants in any
grant program or contract ?
Dr. Scnix^iB^Bmo. I would hope so certainly. You see, the act^ I think»
would enable the Council to do more than just talk about programs
that should be, but in fact to implement some. I think with my own
focus of interest in terms of inservice training at all levels and of
counseling, which I find is a terribly important matter, this will en-
able us to do some things.
Mrs. Mink. I have no further questions.
Mrs.Chisholm.
Mrs. CjitsnoLif. You made a great deal of reference to testing. I
think if I heard you correctly, you indicated that although there
needs to be some clianges and reevaluation and reassessment of testing
that you would hate to see this whole procedure eliminated.
Now I think it has been indicated clearly in our Nation today that
testing in many, many areas of this country has been one of the ways
O
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162
thf^t children have been trapped into certain systems. Children have
not been given the opportunity to really develop the potential that
they have because so much in our so-callea middle c\us$ society baslcal^
ly depends on these tests which arc usually put together by persons
who have no experience or attunement or sensitivity to the needs of
minority children in this country.
SOj I just ^vant to ask the question: I)o you believe that iu Ught of
all of the statistical testimony that we Have, that perhaps we do have
to create new kinds of tests to evaluate children who have latent
abilities which have not been able to develop in their particular
settinfifs?
I think this is where a great deal of difficulty in our educational
system has been goingon.
Dr. ScHiyOSSBEHo. This is an interesting thing you mention, Several
years ago, the College Entrance Examination Board established a
Commission on Tests. I was a member of that commission. I was the
person on the commission who said thix)w out every test.
It was Kenneth Clark who came to testify before our commission
and Ed Gordon, one of the leading counselor educators who happens
to be black, who was on the commission who convinced me that 1 was
wrong. I don't want to quote their testimony since they are not here,
but the reason they convinced me that I was wrong oecause I took
the extreme stand at that point which was really that I would rather
have no testa at all and throw everything out and I can remember
Kenneth Clark testifying that tests, tor example, in terms of achieve-
ment tests which, at that point, we were discussing* wore a way to
measure the school. It was not the test5 themselves that were bad. It
IS the way they are used.
In f act> depending On the use this could be an advantage for minority
students.
At that point in time, even though I was an early feminist, we did
not raise tiie question of testing for women. I generally do not use
tests. I have never used a test in my own counseling. I don't usually
encourage my students to use tests. But I do feel that there are certain
kinds of inventories which are helpful to the individual.
One of the real problems with picking a career is that most indi-
viduals don't hfive any idea of the range of possibilities for them*
selves. They pick careers in terms of social class, sex, and minority
status.
If tests are used appropriately^ they can be a means for helping the
counselor and the student think of fields which she or he would never
have thought of before^ if they are used as a springboard.
The Strong test, for example, is not a test which te^ts abilities. I
think when we look at tests, some are ability, some are aptitude and
some are values. The Strong is a test which takes groups of people
and sees the degree to which you have similar reactions to them.
I agree with Arvonne Eraser's comments in her testimony that this
might maintain the status (juo, but I believe that the Nancy Cole
article, which I am submitting to you, and she is a test expert and
she js critical of tests, also can show with appropriate counseling and
If the test had the new norm groups this could mean that an individual
with a certain kind of interest pattern or response pattern instead of
thinking oitwo or three occupations, might think of 100 occupations.
163
In other words, certain tests, if revised, could open up opportunities
rather than dosing them.
I don*t believe That counselors without the help of some other ma-
terials are ever going to have the vision to know the range of oppor-
tunities, because counselors are middle classed, the tests are middle
classed.
I understand and appreciate your point and I am more moderate
at this point than I was a few years ago on this.
Mrs, CmsiioLir. Thank you.
Mrs. MiKK. Thank you very much, Mrs. Chisholm.
Thank you again Dr. Sclilossbcrg for your testimony and for ap-
pearing here today.
Our next witness is the Honorable Ethel Allen, member of the city
council of Philadelphia.
We welcomo you, Dr. Allen, to the committee. Your testimony will
be placed in the record at this point. You may read it or summarize it
or whatever you would like to do.
[The statement referred to follows :]
Statement or Db. Kthel D. Aukn, CovNcitwoMAK^ Phtladi!XPRxa, Pa.,
ON BeHALT op XaTIONAL WoMENS POLlTlCAt CAUCUS
Mr. Chairman, Members of the Committee: I am Dr. Ethel D. AUen of
Philadelphia, Pennsylvania, Physician and Surgeon and Republican Member
of the City Council.
I am testifying today on behalf of the National Women's PoUtlcal Caucus
with respect to H.R. 208 Introduced by the Honorable P^tsy Mink.
I commend Representative Mink for the Introduction of such timely legislation
and for her recognition of the need for same. It H truly said ^'There Is nothing
more powerful than an Idea whose time has come."
I am considerably heartened by those provisions of the Act which handle com*
muntty as well as Institutional participation, as I feet the approach will be
less esoteric In the former and thusly capable of reaching the grassroots people
where it ts sorely needed.
We must ever keep In mind the fact that education occurs in all places, and
at all times — and may be as Influential In shaping our lives In the unstructured
areaSi such as community, as In the highly complex and rigidly structured
mosphere of the Instltutlors of learning.
The barriers to a sound educational process are many, but predominant among
them la the barrier of one's sex. The role that it has played In our everyday
lives has l)een self-evident since childhood and with only a small degree of
effort one may successfully document by recall of memories the events and
factors contributing to It.
Sex role stereotyping and sex discrimination continue In the American educa*
tlonal system despite this age of enlightenment relative to many other activities.
In most school textbooks, especially those on the elementary level, the female
is still displayed as the dependent mother, capable only of solving minor prob-
lems and performing menial tasks. Her activities are basically those of combing
hair, helping the children make cookies and searching for the dog. Any major
decision or activity Is the sole province of the father— who is strong, intelligent
and dependable. He Is always gretted with a tremendous outburst of enthusiasm
because he is the one who can do the Job.
The female is delegated to two portrayals In the texts of elementary school—
housewife and teacher. In the more advanced years, a nurse might possibly be
added.
H.B. 208 should serve to correct this. However, milesa extensive enough to
bring about changes In the practices of publishers, fof they are prime offenders,
mile win be gained.
Publishers make few changes In their format. They depend upon the tried
and true of old— modfying it solely by adding a few new words so it becomes a
new edition. The texts, therefore, lack honesty and contribute greatly to the con-
fusion in the mind of the child because of a lack of relevancy to the life of the
ERIC
cfaiM. In rec«t)t y^ara» pubUsh^rft have add^ black facea^-a tm\i ot the CIvU
Rights Movement and a token acknowledgment of the existence of people of
color. The complexion has changed, but not the role. We are continuing tht)
'locked In" mental attitudes of the chauvinist and perpetuating his theorien by
these outmoded practices.
Textbooks, counseling and teacher-student activities lack the exploration of
the women's role in this world. They also lack the honest portrayal of groui>s
Of people. Children question the roles they see defined in textbooks, the roUs
outlined by their counsellors and the roles they view in their teacher-student
relationship. The impress>lons gathered in the formative years affect them an4
^helr thinking to a great extent In their later life.
Witness the impressions you had as youngsters laboring through the Oick and
Jane Series. Blond hair, peaches and cream complexion, well-dressed, etc.—
certainly not relevant to me, and probably not relevant to you, I asked, *<Why?"—
and so probably did you.
Witness furthermore, recess actlvlty-*the girls Jump rope, the boys play ball,
and there ts no provision for interchangeable activity any more so than there
is for girls on the golf, tennis or swimming teams. Th<^/e Is a need for change^
and change wlU come.
As 1 visualise the action created in the field of education, should H.R« 208
become a fact, ! see formidable changes.
These changes are not only In the areas of curriculum development and evalua-
tion of Improved currlculum« but also In the motivation and education of masses
ot people heretofore deprived. H.R. 208 Introduced by the Honorable Patsy
Mink thusly becomes a catalytic force in the molding of the structure of our
educational system of the future.
As I visualise the action brought about by the passage of this Bill, I see victims
of Juvenile delinquency problems whose educational processes have been Inter-
rupted by their entry into the criminal Justice system being provided educa-
tional benefits of a babllltative or rehabilitative nature so as to avert the rapidly
escalating problems of recidivism.
As I visualise the effects created among minorities, grassroots people, eco-
nomicaliy and socially deprived Individuals and slow learners, I see the improve-
ment of one-self -concept, brought about by the tailoring of one's educational needs
to the Individual as defined by evaluation and study, and the eradication of bias
as Is currently existent
This is an absolute necessity for success. Otherwise, those of our constituents
who are poor, who suffer from a language barrier, who have been denied educa-
tional opportunities because an educational system is totally unconscious of Its
own deflclencles and lack of relevancy; those of our constituents who are not
poor but are unconscious of the great wealth of human resources as yet untapped
(present among the uneducated, the Improperly educated and the educated who
hate failed to produce)— are the losers for if.
This Bill has merit— and its merit will be recognized only when the fruits of its
labors are harvested. When It provides a means of acquiring an education for a ^
mature woman who, because of age more frequently than marital status, ts
denied the Continuance of her erstwhile Interrupted educational process— a proc-
ess Interrupted because other known barriers were Instrumental In contributing
to her fate (race, sex and economic discrimination)— it shall have merit.
When It turns an urban educational system Into a responsive organ, c>ipable
of satisfying the needs of Its students and taxpayers and does not create a
(juagralre of Ignorance based on Inbred prejudice attuned to the radal or ethnic
composition of its majorlty—lt shall have merit.
But— should it serve only the needs of the graduate student seeklnjaf post
graduate or post doctoral education, at the expense of the possible utlUxatlon of
the Bill's provisions to develop a system that can break the vldous cycle of
educational deprivation and welfare ; should it serve only to provide for one
group at the expense of another (youth versus age, e.g., as exhibited In the SEEK
Program la Xew York which accepts no persons over 30) j should It not furnish
those benefits denied a person over 30 aspiring to a college degree, who, unable to
qualify on the basis of age for subsidy, grant, scholarship or financial assistance,
must then work and attend school at night— using those precious extra years to
attain the requirements for admission; should it not make provision curriculum-
wise for the possession of experience and knowledge attained by living— then,
and only then, would It fall In Its purpose and responsiveness to a well
documented need.
ERIC
STATEMENT OF HON. ETHEL ALIEN, CITY COUNCIL,
PHILADELPHIA, PA.
Dr, AttEx, Thank you.
I might add that unfortunately I did not receive until today a report
of a })roject done in Representative Chisholni's area on the aspect of
this bill that I am primarily interested in. I would ask therefore that
this report be placed in the record also, please.
By way of introduction, I am Dr. Ethel Allen of Philadelphia^
Pa.i physician and surgeon and Republican member of the city
council.
I am testifying today on behalf of the National Women's Political
Caucus with respect to H.R. 208 introduced by the Honorable Patsy
I commend Representative Mink for the introduction of such timoly
legislation and for her recognition of the need for $ame« It is truly saicu
*Thei*e is nothing more powerful than an idea whose time has come.
Having perused the bill carefully and having discussed it with a
number of women*s organizationsj particularly in Philadelphia, I re-
Sret to say that a number of them were not faniiliai* with the bill, but
ley are now. I sincerely hope that at some future hearing membei'S
from Philadelphia and outlying areas will come and testify in regard
to the bill.
My particular interest in the bill was the opportunity that it affords
women over 30 and particularly women with children, the possibility
of continuing an interrupted education. Women deserve the right to
positively about helping otliers becomes beneficial to the overall good
of our human community.
Our Government has passed a law entitling women to total equality
in employment. But unless education can be furthered, the majority of
women in this country who are over the age of 25 cannot begm to fill
the qualifications needed for employment without some kind of college
degree.
Women who are the sole support of themselves and/or their fam-
ilies, who wish to go back to sciiool — and who for n)anv discrimina*
tory and financial reasons coukhvt go at an earlier age — face too many
years of study if they must do it pait time and then only at night. The
majority of these women who don't have degrees barely earn enough
money on a full-time basis to provide for the necessities of life. With
this in mind, it is inconceivable to expect them to afford to also put
themselves through college. At their current ages now, this would put
them far behind for competition in the job market when they finally
do finish their education.
Besides this, they carry the responsibility of maintaining a home
and raising chiklren^ with no subsidies or grants available to them
to coyer this extra load. In view of this, and in view of the job oppor-
tunities, it has become necessary for the mature woman to be pro-
vided with the same benefits for furthering their education as many
other minortiy groups now have.
College has become a necessity rather than a choice. Because of the
highly competitive and not totally equal society in which we V\\%
Mink.
fulfill themselves to their fullest
ERIC
168
degrc(» ave considered necessary for most good employment Women
are faced with the following problems:
Thojj cite difficulties in attendinff school j timowiso and money wise ;
prohibitive costs j lack of open enrollment and eating up of extra years
while working and schooling simutaneously in their maturity.
Also, in manv schools, waiting lists present a problem for tho
mature woman. Be/;ause of their ages, the lists are unrealistic.
Even in the so-called *'f ree city university" cost is definitely e major
barrier. Courses are not fi^ee to adults who work and take care of
families and pay taxes.
Over a period of 6 years of borrowing money to go to school, her
cost amounted to $11,000 out of a total income of $18,000, leaving her
. about $5,000 to $6,000 in debt.
Women have trouble understanding the job market, they do not
know what they want to do j they are only vague about wantiiig better
jobs, more money, et cetera. Studies show (from data bank) that 85
percent of women witJi a BA in liberal arts are working in jobs that
nave nothinjff to do with their decree. It is necessary to be specific
about what is to be studied. Consult inj§: school catalogs and counselors
to ascertain that pight courses are bemg taken is foremost, A BA in
liberal arts is useless; it is not a marketable item.
It is obvious that not enough good counseling services are available.
This becomes import^nt^ because they act as a catalyst, helping
women i^etuming to school, business. The object is to e^ablish more
of them. With successful women directing and helping others to find
ways to accomplish these goals, more women have better changes.
Although women have found ways to educate themselves for speclflc
jobs, feedback on this aspect is nill.
I fe^l that W.R, 208 serves this purpose, In my testimony that I
have subniitted for the i^cor^l, I mak^^ note of the fact that as Mrs.
Praser noted, publishers have been at fault with respect to the early
education of children and the textbooks submitte^l to the same.
It was my experience in the get set program which is a ijrekinder'
part^n phase of education, that the books there always depicted chil-
dren and circumstances totally unrelated to that of our lifestyle. We
had to explain to children when thev came into our clinic and saw a
woman pnysician instead of a male that, yes, women do become
physicians.
I on have to explain it to older patients also. I have had people come
in and ask to see the doctor and when they are shown into my office,
they still ask when they will see the doctor. My reply often is, "I is
the doctor."
This shows how ingrained this sex discrimination and stereotyping
is in our Nation based not only in the education system, but on the
community situations we faced.
When I ran for political office and it was noted in the newspapers,
everybody naturally assumed I was masculine. When they finally saw
me and heard my platfonn of ^*What you see is what you get,'^ they
realized that w^omen were venturing further into the political circles
in Philadelphia which has been called the bicentennial city, despite the
fact that it has a centennial approach to life.
We ai'e finding that with H.R. 208 in the discussions we have had,
we are very enthusiastic about it, extremely enthusiastic. With only
Q
ERIC
167
two women members on tlio city council we have not be^n able to get
any Wislatlon through siicceasfiilly that deals with sex discrimina-
tion. >\ e have many major problems not only with education^ but with
housing, oredlt, mortgages, and so forth. Our inabilitv to get any leg-
islation tiirougli is diio to the fact that the m^n Jn'our council are
locked into the attitude that women arc not brilliant enough to write
the type of legislation such as you have introduced^ Kepresentatlve
Mink, and anything we put out before them gets stuck in committee.
So, your bill represents, on a national scale, a new approach to
thinking with regard to etlucation, a new approach to thinking with
regard to the female.
We sincerely hope that your bill will be able to get through such
as the Equal Rights Amendment got through. We hope it will not
have to go through the harassing circumstances the Equal Rights
Amendment currently faces.
But we envision this as not servincf one special Interest group. The
fli^t impression I got on discussing this bill with members of NOW,
Status of Women, women's political caucus in my area, was that this
presented a remarkable opportunity for women to develop their gradu-
ate and postgraduate degrees in special emphasis studies especially in
the field of sociology.
I don't envision ILR. 208 has doing this. 1 envision it providing
those opportunities to a woman like me after having had to go back
into the work force, desirous of developing cither a career or a good
work ethic, can break that cycle of poverty and depression, move out
into the mainstream and then profit by the benefits that your bill
outlines.
Black women need the opportunities to get back into the educational
system. The minority groups such as the Spnnish-speaking, the Puerto
Rican, the Chinese, all neea the same opportunities.
II.R. 208 provides these opportunities, provided it is not used by
those people who are better equipped to gain the postdoctoral, the post-
f^raduato degrees through other mechanisms other than what you
design in your bill.
Therefore, I speak to the point that it has to be attendant to the
needs of the grassroots individual, the economically deprived, the
socially deprived, the undereducated, the person who has had their
education interrupted by some circumstances and that individual who
is too old to qualify for the special governmental programs currently
existent.
This is how I see H.R. 208. 1 will do anything possible I can to help
you in gett ing it passed.
Thank you.
Mrs. Mink. I certainly appreciate your enthusiasm and your warm
support of the legislation. I concur wholeheartedly with your view of
what the intent and purpose of this legislation is, I am interested in
your comments that you discussed this bill wtih other women's organ-
izations in your city.
Did you find a general concurrence with the overall objectives of
this bill after they had an opportunity to study it or what were
your impressions in discussing tnis with these organizations that you
mentioned?
er|c
168
Dr. Allejc. Regrettftbly, Representative Mink, I am flovry to say
u * wost of the emphasis was placed on what the benefits would be to
those individuals who were primarily interested In professional educa-
tion. I did not hear in one circumstance in talking with the members of
the various feminist groups any interest with regard to the grassroots
individuals. Once I took the bill before the residents of the Advisory
Boardj the Tenants Union Council, and especially the Domestic Work-
ers Members they were highly enthusiastic about the bill and asked
how It pertained to them and the opportunities afforded.
I think we are going to structure a meeting between the two groups
so that East can meet West, so to speak> or the high can meet the low
and we can see what merits can benefit both groups.
As a physician who plans to go to law school, if I wanted to be very
selfish about this, I could say this is my golden opportunity. However,
I would rather sacrifice my needs for the needs of some mother of five
or 8 X children who has exhibited to me remarkable potential but has
not had the opportunities that tt.R. 208 can afford her.
Mrs. MiKK. Apart f roni the applicability of the bill to adult women,
and I ^ume that you were restricting your comments to that aspect of
the bill do you see the same kind of difficulties with respect to how
children might benefit under the legislation f
Dr. Allek. No, I don't see the difficulties unless the difficulties lie
primarily in the recalcitrant behavior of the education system especi-
ally in urban areas to respond to H.R, 208.
We have difficultiea in Philadelphia with the fact that counselors
are not properly oriented in career direction of youngsters at a very
e$rly stage or even on the secondary level. Therefore, you find a young
lady who^has marked aptitude who wanta to become an automotive
mechanic being refused the opportunities to develop that vocation be-
cause this is not the acceptable thing to do. She is in turn then told to
go into computer technology and she said, will settle for computer
mechanics" which is a phenomenal field with fantastic financial
rewards. She is directed from anything that involves tools, because the
thmking in Philadelphia is that women don't work with tools; they
don't become mechanics. Thev don't even become mechanical dentists,
TMy can't work in the dental industry where they make teeth.
So you find a kid in the third grade who is presented for the first
tjme with a city hall situation where he goes down to see how the city
council operates. The first thing he sees is a black female city council-
woman— unheard of. In the civics class they never said this. Or he
walks in the courtroom and sees a Chinese female judge— unheard of.
This is not taught in the classroom. He goes back to school and says
why the difference between what I learn here and the real life
situation?
He has never been exposed to counseling that says that your sister is
just as capable of repairing the engine of your father's car as you are.
It is supposed to be his lot to do that sort of thing and this is the think-
ing all along.
Correspondingly^ if your car breaks down on the road, women who
might know sometning about what is wrong with your car will pass
you by because it would not be nice for a woman to be seen with the
hood up a nd bent over the engi ne.
169
This atarta at an early age. If you offered to help them in a cir-
cumstance that was not female oriented, they would not respond. There
have to be very marked changes In the educational system and marked
changea In the community approach,
Mrs. MiKK. You are absolutely right on that,
Mrs. Chlsholm, *
Mrs, Chishout, How are you, Ethel f
Di. AuEN.Fine.
Mrs, Chisholm, It is very good to see you here today, I would
like to ask you three questions. My first question concerns this minor-
ity woman, who has the^nin jeopardy or her race and her sex, We do
know that minority women, generally speaking, in this Nation have
not yet developed a high degree of political sophistication about many,
many things. Would you say, therefore, that we need to make sure
that these women who possess this twin jeopardy are given some kind
of priority consideration^ If not, won't those who are active and those
^ho are sophisticated and those who are better educated benefit from
the legislation to the exclusion of these groups who definitely need so
much help. If you feel this wav, what would be the suggestions, if any,
that you can make to this committee ?
Dr. Allen. I definitely feel that way, I think that the priority is
of the hififhest essence. I base that not only on the statements that you
have maae, but on the experience that I just suffered in trying to deal
with this bill through the structured organizations.
The recommendations I would make would bo that the Commission
that would deal with H,R. 208 must of necessity contain a preponder*
ance of the minority people, as opposed to a preponderance of just
high level educators. You may be able to combine the two,
I would also feel that there has to be input from that levels input
of great magnitude, input of groat depth. This input must be sought
out not only by the Commission, but also by those individuals or staff
who will be working with the Commission liecause they will vary from
time to time. The needs will vary from time to time.
The emphasis should definitely not be on the fact that we would fur-
ther the educational and career goals of those individuals who are
already provided with tK«rfierewithall to get the same,
Mrs, Chisholm, My second question is r Do you feel that if this legis-
lation was passed, it would not only provide national or Federal guide-
lines, but it might also bring about a more enlightened attitude on the
part of State legislative bodies and therefore be more responsive to
women's needs even though the majority of our legislatures don't have
many women? Do you really feel this would help?
Dr, Allbk. I think it would help greatly, However, that also will be
dependent on how much assistance this bill gets on the local levels from
the various women^s groups and from the Commission itself. This is
one of the big^jost roadblocks we have currently. Our Commission on
the Status of Women is very effective, but only in specific areas. In the
area of education, it has been most ineffectual Kot that they lack
women educators on their staff, but they are intimidated to a great
extent by the legislators who in our legislature are all nien. We have
two women in the house of representatives in the State, but other than
that, all the rest of the people are men and they intimidate them by
saying, *'We will take a way this or that."
O
170
I SCO this bin, if properly implomenteil in the Stntcs, as dmloping
welfare reform on a State level by virtue of its educational benefits,
Once you j^t people educated and able to work, they arc not going
to be on welfare. If you start the children off with an opportunity to
get that education, they will never have to go on welfare.
So, I envision H.R. 208 as having a dual purpose, not only the edu-
catlonal changes that will be njade, out also the development of a wel*
fare reform method.
Mrs. Cin9Hoii>it I have no further questions. Thank you.
Mrs. Mink. Thank you very much Dr. Allen. We appreciate your
testimony.
Our last witness this morninfl: is Dr. Audrey Novris, chairman of
the Education of Women Committee, Association for Supervision and
Curriculum Development.
STATEMENT OF SR. Atn)REY KORttIS, OBAIRUAK, EDVOATION OP
WOKEW COUMITTEE, ASSOCIATION FOR SUPERVISION AND OUR*
RXCtJLTJU BEmOFHENT, OINOINNATI, OHIO
Mrs. MiKK. Your testimony will be placed in its entirety In the
record. You may proceed.
[The statement referred to follows ;]
dtATCMSKx or Da. AuDBEV B« KoERis, Chaikman» Education or Women Com-
mittee. Association ro% Sufebviszon anp CCRszctauM Development,
CiNOlNNATi, Ohio
Chairman Hawkins^ Representdttve Mink, members of Kqual Opportunity
Subcommittee of the House Kducatton and Labor Committee, I am Dr. Audrey B.
Xorrts of Cincinnati^ Ohio, and I serve as Chairman of the Committee on the
Education 6f Wotoen of the Association for Supervision and Curriculum Devel-
opment* This a^ociation consists o! thirteen thousand superintendents, assistant
superintendents, directors of curriculum and Instruction^ supervisorSi principals,
key teachers and other curriculum workers from all of our states* I have served
as a teacheri an elementary and secondar>* supervisor, a public school director
of curriculum and reesarch in two areas, a federal grant director of Tomorrow*8
Educatipal Systems Today* a Title I and III E.B.B.A. Act grants project
expending over a mtllton dollars of federal funds and I am presently a university
profeesbr in the Department of School Administration at the University of
Cincinnati During the last month I have been one of the last 15 finalists In the
eompetltibn for Siiperlntehdent of Schools, Washington. D.O. 1 have worked In
the Arlington Virginia. Hamilton County Ohio and Willoughby Eastlake Ohio
City Schools. During the last several years I have been invited to be In contact
in a traintng way with teachers and administrators from Maine to Mississippi
and California and at all major educational conventions. In addition I am work-
ing with orgf^nited womens groups. I speak today in support of Representative
Patsy Mtnk*8 Women*8 Educational Equity Act.
itarch a year ago, at the national convention of the Association for Super-
vision and Curriculum Development In resolutions from the floor of the
business meeting indicated the m^^gnitude of the problem concerning women re-
garding equM opportunity tot ad;ancement within the educational profession,
curriculum for w*omen of all ages In school^ the re-education of the out of school
^pulatlon of both women and men and the problem of sex bias and stereotyping.
This year the Association supported a small grant proposal of $6000 to begin
to build a task force with the supertntendents, school board members, supervisory
and curriculum workers to begin to attempt to get equal opportunity for women
in the education profession* which consists mainly of women In the teacher ranks,
and to develop a brief gilldeilne and resource already developed for curriculum
directors regarding set bias and stereotyping In the curriculum. Six thousand
dollars Is an tnflnltesimally smoll amount in relation to the magnitude of the
problem. However, U represents one of our largest grant investments, thus
ERJC
171
Substantiating the ne^. None of our workers are paid for this particular work
and we therefore can spend only limited amounts of time on this*
My remarks today are divided Into five distinct parts as I speak to support
the need for this act Id a summary statement. The aspects of the problem of
women, education and equity I will address myself to today are equity, women,
nnd the pluraWsCic BOclety« the fole of schools and school districts, state tegisla*
tnres nnd the courts, the curriculum sex bias and stereotyping, equal opportunity
especially wlthtn the education profession Itself and the national need for the
women's Educational Equity Act.
CqVITY WOMEN AND THE ^LURAtlSTtC SOCIETY
Equity regarding women denotes "In Its broadest sense and most general
signification the spirit and the habit of fairness, Justness, and right dealing
which would regulate the intercourse of men with men," ' Xaturally Black's Law
Dictionary in this definition Implied women with women and men and men with
women, This fairness, Justness, and right dealing varies as different parts of
the pluralistic society indicates Its values. The role of women varies in these
points of view from an Independent responsible one or worker to that of chattel.
Thus, women are Mvlng a myth and need to know where they stand as concepts
of the family, role of the courts and legislatures and the economy vary, in
regard to the Individual. Likewise concepts of education aUo vary.
THE ROLE or THE SCHOOL AND SCHOOL DISTRICTS
As concepts of education vary so do the roles of the school and districts vary
from seeing the school as transmitting the past, to one of transmitting the past
nnd allowing some problem solving, to solving problems under competent guld*
a nee of the teachers, to using the school to solve society^s problems, or to using
the school to bring about radical or violent change. How do we know what
guarantees to include in the curriculum as schools assume different roles?
STATE LEOieLATOaS AND THE COUKTS
As concepts of the school vary so does the manner In which new statutes or
law are enacted by legislatures and courts. Some see the legislatures and courts
reflecting the society, whereas others see these bodies as forums making wise
decisions using research* rights, and knowledge.
THE CUSRICVLUU— SEX BIAS AND STEREOTYPING
Definitions of curriculum vary from the text as curriculum to learning oppor-
tunities or experience Itself as curriculum.
What Is sex bias and stereotyping In the curriculum? What are women's
rights? What are their legal rights? Are they constitutional or are they value
judgments? Are the decisions (situational? Isn't this a marketing society? Are
women's roles, economic? What motivations are behind these decisions? What
research do we have about women's roles? What value decisions do we want
to make? Can we legislate one curHcutar design for women across mass number
of youngsters?
These are just a few of the research problems which need more extensive study
fur curriculum workers. Courts and legislatures need a lot more knmvledge or
research In making changes. What are the Implications of no fault concepts to
the individual and the family? What are the ramifications of present vesting
procedures in retirement? Massive studies of curriculum and curriculum mate-
rials are necessary.
How can you operate schools and different currlcular designs In a pluralistic
society? Where are the models with consideration for equity concepts of justice,
and fairness in administration procedures for students, teachersr administrative
roles, etc. What about equal opportunity?
EQUAX/ OPPORTUNITY
My experience has taught me that professionals are upset by discriminatory
practices of Boards of Education, administrative groups, legislatures, judges and
lP^*S!f' ii*ai*W.^ ^>'f ^}lJ>^^iVi^^» RtriteJ Fourth Bdltlon, Wtit Putn
lUhlng Company, 8t PadI. mntwU, leSS. p. SSI.
172
others. A recent survey of the National Council of Administrative Women In
Education* in thirty states indicates that 91 A% of the full time instructional
statt in tbefte states are women, in these same aistricts and schools women hold
2t0% of the elementary principal positions, 8.5% of the Junior high poslttonSi
8.0% of the senior high positions, 0.69^0 of the superintendents posttlonst 7.5%
of the Deputy of Associate Superintendent positions, 2.9% of the Assistant
Superintendent poaitlonsi and 15.2^ of the Administrative Assistants to the
Superintendent In this same survey in a category entitled central office admin^
istratlon women hold 4a2% of the general administrative positions^ 8.5% Of the
finance and school plant positions, 88,8% of pupil personnel services positions,
46.8% of administrative instruction and supervisory positions, and 86.8% of the
special subject area administrators in central offices. There Is one women super-
intendent in Montana and no women superintendents of the selected large cities
of the survey. Now you see why a white woman Is competing in her hometown of
Washington, P,0»
For several months I have been studying the ways Boards and colleagues work
to exclude women from top Jobs, Naturally, If the criteria says you have to have
been a superintendent that does u. If your quall/lcattons are competitive Boards
do not let you in for an interview but choose a less competitive woman candidate
who cannot compete in the finals, or if they let you In for an interview then
perhaps the race is wrong or individual and group procedures are employed
tactlfully to cut a woman out In the selection process. If a woman cannot get
Into the Department of Educational Administration at a university in the first
place that also takes care of the matter. Thus* I am saying much research and
work needs to be accomplished and disseminated to assist the states (8Chools»
Mmlly groupe, leglslaturet, courts, and businesses) at all levels regarding issues
Inherent In pri^lems of women in a pluralistic society, and problems and proc^-
ures related to sex bias and stereotyping especially motivation and economic as-
pects and possible viable solutions and ideas.
In a recent salary survey conducted in the A8CD organisation Itself we found
a significant difference in the salary between males and females in the same
type of position in supervision and curriculum development.
WHAT IS BKINO tOKB TO RtEDUCATE llfN AND WOMEN
Individual cttlsens and groups are working hard. However, use of mass means
of communication is essential In this regard as the problem is tremendous regard-
ing education and equity.
SUIIMAftt
The United States is In a value dilemma, regarding woman, her role, status,
and equUy«
The Women's Educational Kqulty Act can serve as an outside ByBim to work
with and through the permanent systems of schools, family groups, legislatures,
courts, and buslnes^s r
To instigate essential research eegarding education of woman and equity.
To encourage and conduct In-servlce training and improve awareness to
the problem.
To assist states In setting up models of effective action In schools, family
groups, leglslaturea, courts, and businesses.
To publish essential reports and communicate these to influential people
and the general population.
to link action underway.
To develop systems for improvement of equity for women.
Equity deals with the conscience of the United States in regard to its citlsens,
t>oth the educational and justice systems need this act, immediately.
I thank you.
Dr» NoRkis. Representative Mink and committee members of the
Subcommittee on Equal Opportunity of the House Education and
I^bor Committee, I am Dr. Audrey Norris of Cincinnati^ Ohio. I
serve as chairman of the Committee on the Kducation of Women of the
Association for Supervision and Curriculum Development. This asso-
, * KaHoDMl CouQdl of AdmlolttrttlTft Wotaen In Kdueatlon, Wqnitd — 3icr$ Womtn, WA«rs
Are Th$ women SuptrintendenUK 1815 Fort Meytr Drive, ArUogton, Va. 8)m 13 60.
ERIC
178
ciatlon consists of 13,000 superintendents, assistant superintendents,
directors of curriculum and instruction, supervisors, principals, key
teachers, and other curriculum workers from all of our States,
uu^ served as a teacher, an elementary and secondary supervisor,
a public school director of curriculum and research in two areas, a
Federal grant director of Tomorrow's Educational Systems Today, a
title I and III ESEA act grants project expending over $1 million
of Federal funds and I am presently a university professor in the de-
partment of school administration at the University of Cincinnati.
I also served as the director of Tomorrow's Educational Systems
Today, an outside temporary system for the purpose of bringing about
educational change in permanent school systems,
^T^y ^ am here today, because of my situation
with the AbCD as chairman of the education committee and also as a
director of an outside temporary system which has been estaWlshed for
the purpose of bringing about change,
,^l8ues3 one of the things I should say also is that I am one of tho
15 flnalists for the Superintendent of Schools position for Washington,
p.C. Smce y\ ashington, D,C,, is my hometown and very dear to my
heart, you can see why I am here today*
^Jii*^*^^'^ J^o?:!?^^ i»l the Arlington, Va., Hamilton County, Ohio, and
Willoughby Eastlake, Ohio, city schools. During the last several years
I have been invited to be in contact in a training way with teachers and
administrators from Maine to Mississippi and California and at all
major educational conventions. In addition, I am working with or-
fnntzed women's groups, I speak today in support of Representative
'atsy Mmk*s, Women's Educational Fruity Act
March, a year ago, at the national convention of the Association for
Supervision and Cnrriculiun Development in 1972, resolutions from
the floor of the business meeting indicated the magnitude of the prob-
lem concerning women regarding equal opportunity for advancement
within the education profession, curriculum for women of all ages
in school, the reeducation of the out-of-school population of both
women and men and the problem of sex bias and stereotyping.
This y^ar the association supported a small grant proposal of
$6,000 to begin to build a task force with the superintendents, school
board members, supervisory and curriculum workers to begin to at-
tempt to get equal opportunity for women in the education profession^
which consists mainly of women in the teacher ranks. The education
profession consists mainly of women, however, at the high level spots,
this is not the case.
The second position of this committee is to develop a resource pact
and brief flexible guidelines to begin to assist curriculum directors
across the country with gettiniGf sex bias and sex stereotyping out of the
curriculum. Six thotisand dollars is an inflnitesimally small amount
in relation to the magnitude of the problem. However, it represents
one of our largest grant investments, thus substantiating the need*
None of our workers are paid for this particular work and we there-
fore can spend only limited amounts of time on this.
Since March we have been talking to everyone you can think of in
terms of the magnitude of the problem in * i-iculum guides, oppor-
tunities in the classroom and alsn in relation to materials. Thus I am
saying that the part of House bill 208 M'hich indicates the need for this,
as a leader in the Association for Supervision and Curriculum Devel-
ERIC
174
opment, I can say and siibstontlato the need for this kind of thing In
the United States today.
My remarks today are divided into five distinct parts as I speak to
support the need for this act In a summary statement The aspects oif
the problem of women, education and equity I will address myself to
today are equity, women and the pluralistic society, the role of schools
and school districts, State legislatures end the courts, the curriculum
sex Was and stereotyping, equal opportunity especially within the
education profession itself, and the tremendous national need for the
Women's Educational Equity Act.
Firstj equity women and the pluralistic society.
Equity regarding women denotes **in its broadest sense and most
general slgnfflcation the spirit and the habit of fairness, justness, and
right dealing which would regulate the intercourse of men with men.*'
^y the way, that is Wack^s Law Dictionary's definition of equity.
Naturally we recognize that this dictionary definition implies worn-
en with women, and men and men. This fairness, justness, and right
dealing varies as different parts of the pluralistic society indicates its
values. The role of women varies in these points of view from an inde-
pendent responsible one or worker to that of chattel.
Thus, women are living a myth and need to know where they
stand as concepts of the family, role of the courts and legislatures and
the economy vary, in regard to the individual. Likewise concepts of
education also vary.
rm ROLB or thb school and school districts
As concepts of education vary so do the roles of the school and dis-
tricts vary from seeking the scjiool as transmitting the past, to one of
transmitting the past and allowing some problem Bomngt to solving
problems under competent guidance of the teachers, to using the school
to solve society's problems, or to using the school to bring about radical
or violent change. How do we know what guarantees to include In th^
curriculum as schools assume different roles?
I would like to add a comment here to my prepared statement. This
is one of the most difficult problems curriculum leaders are faced with
today, to biow the kinds of guarantees to include in the curriculum
and to And the way to include these in the curriculum,
Thus I am saying to you that the past of the act that indicates the
tremendous need for research is a very important part of the act because
thispatt of the act can give leadership to directors of curriculum and
assistant superintendents in charge of structure and curriculum and
also t^ communities.
I would like to speak for a moment in terns of State legislators and
the courts, I would like to add to my prepared comments if I may.
■ I spent all day yesterday in the Ohio Legislature and I would per-
haps like to make some comments in that regard. I feel that had the
Ohio Legislature yesterday had just some reserach bulletins in terms
of equity, some suggested kinds of financial formulas, or ways that
they could conceptualize how to make new statutes in Ohio regard, for
example, the one yesterday was in regard to whether Ohio should enact
no- fault-type legislation.
I felt that if the legislators would have had some kind of research
to base some of the kinds of deci^sions on that were suggested and
^Q^^ perhaps go into the statutes.
ERIC
m
You flee, as concept of the school vary, eo does the manner in which
new statutes or law are enacted by legislatures and courts. Some see the
lepslatures and courts reflecting the society, whereas others see these
knowledge ^^^^^d wis^ decisions using research, rights, and
THE CtTBrnOULUM— SEX BUS AND STEREOrYPINO
Definitions of curriclum vary from the text as curriculum to learn-
1*^« ^pof tunities or experience itself as curriculum.
^? i^l^fl stereotyping in the curriculum t What are
women 8 rights? What are their legal rights? Are they constitutional
or are they value judgments? Are the decisions situational? Isn't this a
marketing society? Are women's roles economic? What motivations
are behind these decisions? What research do we have about women^s
roleBf What vaUie decisions do we want to make? Can we legislate one
currlcular destgn for women across mass numbers of youngsters?
I ask these questions and add to mv written comments because ques-
tions like the^e arc the kinds of questions that curriculum directors and
leaders are faced with daily as they develop curriculum and as teachers
and prmcipals develop learning opportunities for youngsters. These
are just a few of the research problems which need more extensive
study for curriculum workers.
Courts and legislatures need a lot more knowledge or research in
makmg changes.
I see bulletins in this regard that can bo disseminated. What are
the implications of no-fault concepts to the individual and the family?
VVhat are the ramifications of present vesting procedures in retire-
ment?
I am trying to say that massive studies of curriculum and curricu-
lum materials are necessary and there needs to be a relation between
the kmd of research studies that are undertaken.
How can you operate schools and different curricular designs in a
pluralistic society? AVhere are the models with consideraHon for
equity concepts of justice, and fairness in administration procedures
for students, teachers, administrative roles, et cetera. What aoout equal
opportunity?
Mv experience has taught me that professionals are upset by dis-
criminatory practices of boards of education, administrative groups,
legislatures, judges, and others.
1 would like to quote some figures from a recent survey of the Na-
tional Council of Adminirtrative Women in Education, in 80 States
indicates that 67.8 percent of the full-time instructional staff in these
States are women. In these same districts and schools women hold 21.0
percent of the elementary principal positions, only 8.6 percent of the
junior high positions, 3.0 percent of the senior high positions, 0.8 per-
cent of the superintendents positions, 7.5 percent of the deputy or as-
sociate superintendent positions, 2.9 percent of the assistant superin-
tendent positions, and 15.2 percent of the administrative assistanta to
the superintendent.
In this same survey in a category entitled ^'Central Office Adminis-
tration," women hold 48.2 percent of the general administrative posi-
tions, 8.6 r>ercent of the finance and school plant positions.
I would like to add a comment in that regard Those are where the
isions are made in terms of how the money is spent— 88.8 percent of
176
wS** personnel services positions, 47.8 percent of administrative
^""^ fuperv sory positions, and 86.2 percent of the special
suWect area administrators in central offices.
an JSil^i^*!^ VH}^^ superintendent in Montana and no women
*M ^l^]^^ '^^8^ 0* tl^e ^^f^^eyi which makes
the Washington^ D.C.. situation a very important one, and I guess as
IvSsWngton D C ^ ^ ^^"^^^ competing in her hometown of
For several months I have been studying the Nvays boards and col-
leagues work to exclude women from top jobs. Naturally, if the cri-
teria says you have to have been a superintendent, that does it. If your
qualifications are competitive boards-nio not let you in for an inter-
i I .L^'i^i^ ^^f?"^?^*'^^^'^ woman candidate who cannot com-
pete in the finalists, or if they let you in for an interview, then perhaps
the race is wrong or individual and group procedures are employed
tactfully to cut a woman out in the selection process. If a woman can-
not get into the department of educational administration in a uni-
versity in the first place, that also takes care of the matter.
Then It is dlmcult to get into a system as an administrator.
, *hus I am saying that much research and work needs to be accom-
mished and disseminated to assist the States— schools, familv groups,
legislatures, courts, and businesses-at all levels regarding 'issues in-
herent in problems of women in a pluralistic society, and problems
and pr<K:edures related to sex bias and stereotyping, especially motiva-
tion and economic aspects, and ?K)Ssible viable soUitions and ideas.
In a recent salary survey conducted in the ASCD organization this
past June itself, we found a significant difference in the salary between
males and females in the same type of position in supervision and cur-
riculum development.
What is being done to reeducate men and women ?
Individual citizens and groups are working hard. However, use of
mass means of communication is essential in this regard as the prob-
leinis tremendous regarding education and equity.
The u nited States is in a va|ue dilemma, regarding women, her role,
status, and equity.
Mrs. Mink. Thank you very much. Dr. Norris. We appreciate your
taking the time to present your views and your testimony to the com-
mittee. I have no questions to ask.
Mrs. Chisholm.
Mrs. Chisholm. I don't have any questions either. The only thing
I am going to say is that your testimony reinforces so much of what
has already been said and We want to thank you very much for your
appearance here today before thecommittee.
Dr. NORHis. Thank you, Mrs. Chisholm. I think as the group in the
country who are the workers in develoning curriculum development-
thai is why we are here because we want to say to you the great neces-
sity for this act and the kind of dilemma fts wnrkors are in and
we appreciate sincerely the kind of support this act will lend.
Mrs. Mink. Thank you very much.
The subcommittee hearings are recessed until tomorrow morning
at 0:80.
fWhereupon, at t2:22 p.m., the subcommittee was recessed to re-
convene at 9 :30 a»m,, Thursday, July 26, 1973.]
THE WOMEN^S EDUCATIONAL EQUITY ACT
THURSDAY, jrtXLY 26, 1073
House of Representatives,
SUBOOMMITTEB ON EqUAIj OpPORTONmES,
OP THE Committee on EorCATiON and Labor,
Washington^ D.O.
The subcommittee met ftt 9;30 a.m^ pursuant to recess, in room
2261, Rayburn House Office Building, Hon. Patay Mink presiding.
Present: Representatives Mink> Clay, and Chisholm,
Mrs. MiKK. The Subcommittee on Equal Opportunities will come
to order.
We are pursuing again a continuation of our hearings on H.R. 208
i-elating to the Women's Educational Eauity Act. We are privileged
this morning to hear from Katherine W. CJole, project director, Re-
source Center on Sex Roles in Education, I believe she is accompanied
by Diane McDonald of the Women^s Caucus of the National Edu-
cation Association.
We welcome both of you to our committee this morning, We have
your testimony, and is it your wish that the report that accompanies
your testimony be included in the record ?
STATEMENT OP KATHERINE COLE, PROJECT DIRECTOR, RE-
SOURCE CENTER ON SEX ROLES IN EDTICATlONi WASHINOTON,
D.C., ACCOMPANIED BY DIANE MoDONALD, WOMEN'S CAUCUS,
NATIONAL EDUCATION ASSOCIATION
Ms. CoLE^ 1 will leave that up to the discretion of the committee, I
know it is voluminous, but I felt it contained a lot of materials that
would be of value to the committee.
Mrs, MmK. 1 will ask counsel to examine it, and if we feel that it
should also be included in the record we will insert it at the end of
your statement , which will be included in toto.
[The information referred to follows:]
STATtMBNT OP KaTHCRINR W. C0LB» pROJECflP DiBECTOB, THE NATIONAL FOUNDA.
TION FOR THE lUPROVEMRltr OF EDUCATION
Ms. Chairwoman and members of the Sohcf^mmlttee on Eaual Opportunities,
by name is Katherine W. Cole and I am her^ representing the Resource Center
on Sex Ro'es in Education, a project of the National Foundation for the Improve-
ment of Education. The Resource Center Is a national project carrying out three
functions:
1. preparing materials that assist schools and community groups in the
reduction of sex role stereotypes ;
^. malntaintng a clearinghouse of materials and resource persons working
to reduce sex role stereotypes In elementary and secondary education; and
(177)
ERLC
178
8. providing fechnlcnl asaUtance for researc))» conference deeign and
training to organlzatlonci and groups working to reduce stereotypeiEt,
With me today Is Diane McDonald, a teacher from RestoD, Virginia and a
member of the steering committee of the Women's Caucus of the National Educa*
tlon Association. We very much appreciate the opportunity to present thU
testimony In support of the Women's Educotlonal Equity Act, H.B. 1^8.
During the past twenty years ihe concept of educational equality has been
a major Issue for public education. The Impact of the lOM Supreme Court decision
of Bro^vn vs. the Board of Education, has resulted In our addressing ourselves to
some of the most obvious manifestations of racism. That struggle continues as
we continue to identify ihe depth to which it is imbedded in our, society. We now
find ourselves addressing a second way that children are denied educational
equality. Sexism, 0/ the unquestioned, uncballengod. unexamined belief that one
sex is superior to the other operate to deny more than 51 percent of our popu*
iation the opportunity to develop their human potontiaL Like racism, aexism
permeates all institutions of our society.
ScfaoolSt as the primary socialisation tool which prepares children for adult
roles, similarly reflect and reinforce these beliefs. Elizabeth Koonts summariees
the situation by pointing out that :
''Schools reflect the society that has tied woman's role as childbearer to
every aspect of her person. Women should not hold tradltlonaUy male roles
for fear that the family will break up: women work at lower paying helping
Jobs, such as nurse, secretary, beautician, teacher or factory worker, . . . As
a result, women are trained from birth to use femininity to get their way,
and learn at school that girls stay at home and can cry while boys go to work
and cannot cry. The reality is that women constitute Cl^l of tlie U.S. popu-
lation, make up 40% of the labor force, but earn only 6wc as much as men." *
If schools are to provide for the needs of girls they must move beyond openins
educational opportunities as they have traditionally existed. Growing up equal
is not growing up in the same ways but rather growing up with opportunities
that permit each )>erson to de\*elop and grow in ways that are consistent with
their values, culture and potential. Speciflcally, we are talking about equity
which scttvety seeks to meet specific needs of women by moving beyond opening
the traditional doors of opportunity.
Perhaps one of the beet ways to examine the lack of equity In education today
wou!d be to review the ''report card" for women's education that was developed
by Kancy Frazier and Myrn Sadker.'
toss or ACADEIItO mENTlAL
1. Intellectually, girls start off ahead of boys. They begin speaking, reading
and counting sooner; in the early grades they even do better In math. However,
during the high school years, a oiTcrent pattern emerges and girl^s performance
on ability tests begins to decline. Male students exhibit significantly more I.Q.
gain from adolescence to adulthood than their female counterparts.
2. Women make much better high school grades than do men, but they are
less likely to believe that they havelhc ability to do college work.
8. Seventy-five to ninety percent of the brightest high school graduates who do
not go to college are women. Of those who do enter college, they are less likely to
Qnish than males.
zx)6S or SEtr-csTcxii
1. As boys and girls progress through schooli their opinions of boys grow in*
creasingly more positive and their opinions of girls increasingly more negative*
Both sexes are learning that boys are worth more.
2, College women respond negatively to women who have achieved high aca-
demic or vocational success, and at times display an actual desire to avoid
success.
8. Both male and fetnale college students feel the characteristics associated
with masculinity are more valuable and more socially desirable than those as80«
elated with femininity.
W)SS or OCCUPATIONAL POTENTlAt
1. By the time that /rlrls are in the fourth grade, their vldons of occupations
open to them are limited to four \ teacher, nurse, secretary or mothers. Boys of the
same age do not view their occupational potential in such lestrtcted ways*
179
S, Women working full t\m eKrn \m than men and the gap between men and
women is incmslng. In 1965 women earned 04% of what men earned, in 1^6 it
had dropped to^%»
8, Even women in the same job category earn leea than men. Of professional
workena. women earn 06.7% of men'8 earnings, of sales workers 42,8% of men's
earnings* In higher education, the gap between women /acuity at the professor
level Is 8.6%. The mean salary of women public school teachers Is $9,216 and
male teachers is )10.018,'
The report card is applicable to all of our society. Family experience, mass
media, Institutional practices, personal attitudes* and community norms all con-
tribute to women's education. Within public schools, however, we can identify
numerous ways that sex role stereotypes are perpetuated.
The functioning of textbooks and instructional materials as agents of socializa-
tion has been well documented In the work of Sara Zimet/ Her analysis of read-
ing texts indicates that readers, in addition to serving as Instruments of in*
struction, also serve to convey socially appropriate behavior patterns and cultural
expectations, social and economic values, and racial and sex role stereotypes
with a general aura of authority and Anallty.
Lenore WeItKman*8 studies of sex role stereotypes In children's picture l)00ks
and textbooks demonstrate the extent to which women are consistently either
virtually Invisible or portrayed as passive dependent, unstable, unadventurous,
and weak»* This finding has been replicated In numerous studies by various
investigators ; this Image recurs In texts In all subject areas and In all educational
levels.
Although publishers are now beginning to examine the operation of such
stereotyping in their books and Instructional materials, there Is still a great
need for basic developmental work In this area* Only limited progress can
be made until a systnnatic program of educational research and development
Is identified and Implemented, one which will place the concerns of women In
a context of clianging socialisation practices. These are the problems.
The next question is what is being done to deal with these Issueft. The
most accurate way that we could describe the national situation is that the
educational community is at a beginning awareness of the problem of sex role
stereotyping. During the past two years we have seen nearly every educational
organization and groap pass resolutions, publish materials, and being to talk
about the issues. More than thirty state and national conferences on the proi>-
lems of sex role stereotypes have been held this past year. Studies of the
pervasiveness of sex role stereotyping in schools have been completed in at
least eleven communltlee and many others are underway or being organized.'
The encouraging part of this activity is that It is found In nearly every
comer of the educational community from the Education Commission <^ the
States, to State Departments of Education, to schools of education, to teacher
associations and unions, to local chapters of NOW and WEAL and the multi-
tude or other parts of the educational system.
During this year we have also seen a growing awareness and use of legal
tools for redressing violations of sex discrimination. It should be pointed out
that this has occurred in ^ite of the lack of action from federal agencies.
As an example, even though several significant pieces of legislation prohibiting
set, discrimination In education were passed during the first six months of
1072. no systematic effort to inform state and local school administrators and
staff of their Impact have been undertaken to date. For example, Title IX
of the 1072 Education Amendments was passed June, 1072. State School Offi-
cers and local school superintendents were not informed of the legislation
until February, 1973. To date, guidelines or regulations have not been developed
for the legNatton and federal and state department personnel have not beeti
trained to enforce the legislation. When community groups have moved to file
charges of discrimination against school districts, most administrators have
had no understanding or comprehension of the legislation or the issues.'
Awareness can only be considered the first step In bringing about change
in the op^rtunity structtire. We now have to face the problem of developing
programs which can systematically deal with the problems and provide the
skills and capabilities for bringing about change. In this area we are facing
a competency crisis. Few persons and organizations know how to deal with the
tKXTBOOKB AND INSTBUCTIONAV MAtERIAlS
180
iMUM or bft\ve the mourcea for deTeloplng that cottpetineyi We sau»t find
ft w»y to provide reeoureee for developing that competeacjr. This is going to
coet zttoney a^^)d H.R 206 could go a long way toward pi^viding the re9ourcea
that will be required to denl with the proV iin.
The argument may be made that funded are available under other existing
programs. Although a few projects have funded programs for womer^ they repre-
sent a miniscule amount of research and demonstration funds awarded by the
U.S. Office of Education and the National Institute of Education. Oiven the
current situation of Increasing educational costs and a declining federal support
of educational activities, it Is naive to assume that systematic programs for in-
creasing women's educational opportunities will be developed without specific
designation of funds for these actWltles* H.R, 208 would provide funds consistent
with the principles that have been found necessary for changes :
1« citlsen Involvement through a national advisory committee;
2. Openness to research demonstration and training programs for all per*
sons of women't educational <Jommunlty I
6, opportunity for systematic funding and coordination of programs i
4. (/pportti<lfs for programs related to specialised cultural, racial, or
ethnic needs ;
5. increasing supply and Qaallty of counseling and guidance serttces.
We urge passage and funding of H,R, 20S for the betterment of all cltitens nnd
for moving toward provision of true equity to women.
jFOOTNOTKS
^ Elisabeth Duncan Koonts, Nea Reporter.
'Acknowledgment Is given to Nancy Frasler and Myra Sadker, Sexiem in
School and BockiVt (Harper ^ Row: New York, 1^8), pp, 6^76.
* Keiearch AcHon Woles, Vol. I, No. 1, National Foundation for the Improve-
ment of Education.
' Sara Goodman Zimet, "A Rationale for the Inclusion of Aggression f hemes
in Elementary Reading Textbooks," P$ycKo\og)f in the SchooU, Vol. Vllr No. 8,
281J-^8t,
'Lenore J. Welttman, ''Sex*Role Socialisation in Picture Books for Preschool
Children," American Journal of Socloloff}^, May IWl,
*8alaH^9 Paid and 8nlaru*Related Practices in Higher Education, 1^1U72^
Nea Research Report.
' "Survey of Sex Dlwrlmlnatlon in the Waco Independent School District,"
Waco, Texas, Board of Education, 1073.
SEX ROLE STERBOTVPES PROJECT
FINAL REPORT
PaefAOE
The following report summarises one yearns efforts in examination of sex
role stereotypes In elementary and secondary education supported by a grant
from the U.S, Office of Education, Activities carried out under the grant repre*
sented an empirical approach for determining the present awareness and con^
sideration being given to this issue. Data collection used traditional techniques
of literature review but concentrated on involvement of individuals and groups
currently working in this area* Organisations and groups were convened, not
onlv to gather information but also to determine how their own efforts might
assist changing present levels of awareness. The national conference provided a
method for an exchange of information and a stimulus for similar state level
activities.
Throughout the project the emphasis was placed on expanding the resources
of the grant and incorporating activities within the existing programs of other
organisations and groups. Although the grant was administered by National
Education Association, the materials, conference design, follow-up activities,
and continuing efforts are the result of more than fifty organisations and two
hundred individuals. It is estimated that the total funds expended for the
conference and foHow-up activities were four times the amount of the grant
Special credit must t)e given to a core group of organisations and individuals
who participated In ongoing meetings and eventually farmed the Cc£.ntion on
Eigal ^Opportunity la Education* This group provided major input for the
181
The report <s organised Into two major sections. The drat section Is dlr^ted
to tbe objectives ol tfae total proposal. The conceptualisation of the Issues and
the actlrltles of the proposal are offered as documentation of the work and as
a guide for groups who may be developing i^mllar programs. The second section
is a more detailed description of the national conference and the follow-up
activities.
Bex BotB SmBOTYPca ik Bdvoation
inlroducUt^
The following report documents the activities and learnings of a grant from
the U.S. Office of Education to the National Education Association for the devel-
opment and Implementation of a working conference on Sex Hole Stereotypes
In the Classroome The proposal for the conference outlined four objectives :
1. To Identify ways that classroom activities perpetuate sex role stereo-
types.
Z To Identify and ntillse resources for change.
8. To develop materials for Increasing teachers* awareness.
4. To Initiate cooperative dissemination efforts among individuals and
groupe.
These objectives were to be met by utilltlng a national conference as the focus
of data collection, Identification of resources, development of materials* and the
stimulation of similar activities among Individuals and groups.
The proposal for the conference was submitted to the U.S. Office of Education,
January 10t2. The Impact of the women's movement had been felt In higher
education by this tlme» but there was little activity In elementary and secondary
education which rejected women's concerns. Delineation of the Issues and iden-
tification of resources was a major task for meeting the objectives of the proposal.
When the conference was held November 24-26, 1&72, It was the first national
conference on sex role stereotyping and the first conference to focus exclusively
on w*omen*8 isi^ues In elementary and secondary education. The grant for the proj-
ect was awarded for May 1» 1072» for a one year period.
Proposal Objective I
HOW CLASSROOM ACTIVtms PERmUATE SEX ROtE STtAEOrVPES
A primary obectlve of the project was the delineation and identification of the
ways that classroom activities perpetuate sex role stereotypes. Techniques used
for this purpose included review of the available literature, interviews with
experts In the field, group ccnsuUattons with educators, feminists, and related
groups^ and participation In programs and conferences dealing with sex dis-
crimination In other fields. It became apparent that the problems of sex role
stereotyping could not be understood within the context of classroom activities
alone. Any understanding of stereotyping must be placed within the context of the
socialisation experience provided by schools and the related institutions of our
society.
As a result, the focus of the project activities was broadened to include all areas
of school influence and effort was made to include Individuals and groups related
to other institutions of socialization* Throughout the project, several primary
questions guided the activities ;
1. How does tha socialisation experience for girts differ from the socialisa-
tion experience for boyst
2. How do schools prepare children for adult roles and their functioning
in economic, social^ physical, and cultural rolea of adulthood?
3. What Is the relationship between our educational system and the un-
equal status of racial and ethnic groups, and women in our society t
4. How can individuals and groups begin to intervene in the socialisation
process and increase opportunities for optimal human development?
The iocitUizaiion proceu ^
A child's socialisation or prepa^tlon for carrying out age appropriate behaviors
develops from three sets of factohH- the Inherent biological endowment, the
deyelopment of an Individual personality or ego identltyt and the social group
experiences of llfe.^ The'flrst two sets of factors represent variables that remain
largely o^stside the influence of educational systems. The focus of a discussion
of Mx role stereotyping in schools, therefore, must be placed on the interaction
between the chita and the groups which form the life experience. Each gi>oup out-
182
lines and pwscrlbea expectations and standards for behavior, CUlldr^n learn to
sImlJar to those of the people around them.
Children 8 socialisation experiences may be very simitar, such as those of two
. black females who grew up In rural southeni U.a communities. The difference
may be extreme, such as the difference between an urban American male of
SP^*™.'^'^^**^® and an Asian female living In a rural environment In China/
The differences may extend far beyond (ndlvldual likes and dislikes. They may
Include the wavg we perceive the world, style of thinking, the ways we solve prob-
lems, and the things that we value as most important in life.
Every group within the society develops a philosophy or set of common beliefs,
attitudes and values which ar^ used as guidelines for Individual and group
behavior. Societies with little vartaUon of social class, geographical envlron-
Instltutlona Influence develop a strong sense of agreement as to the
"righU" aud "wrongs" and the *'derfrable" and ^'undesirables*' of life. In larger
socletlM such as Uie United states, the shared experiences and agreement* are
leseenea Although membership In a national group will provide some similarities
of experience, the socialization process will vary in terms of family, social class,
culture, and community groups,
^Tbe first sodalleation experience for the child is provided by the family. Family
Child rearing practices most often reflect cultural expectations and standards
for age appropriate behavior. In a sense, a 'life script^' or life style Is developed
for children and adults. This script is believed to provide the necessary learnings
for economic, physical, psychological and social well-being of the Individual and
the cultural group.
The mechanisms for enforcing the learnings and Insuring that the child
becomes a part of the groups and the larger society seem to remain consistent
across the various cultural experiences. Four basic needs assist the "teaching"
the expectations and standards for behavior: '
1, The desire and need of the child to obtain affection, regard, acceptance
and recognition from others
2. The desire to avoid unpleasant experiences of rejection or punishment
from others
3, The desire to be like people whom the child has ^wn to respect, admire
or love (identlflcatlon)
4. The tendency to initiate the actions of others (role modeling)
In thwe ways children are taught the appropriate behaviors for the roles that
they will occupy throughout life.
Male-female distinctions represent the most ^)mmon criteria for differential
assignment of roles within a culture or a society. Historically, women have been
assigned a secondary status In nearly every cultural group, although the
pattern and extent of this secondary status varies.* Socialization activities, have
been designed to perpetuate that status and to prepare women for the secondary
roles.
Both boys and girls have been prepared to carry out the prescribed roles and to
avoid behaviors, which would be associated with the other sex. These roles may
have been appropriate to economic and social conditions of the past. The question
to consider is, are they consistent with onr urban, technological society and our
democratic value system. It is time to reassess the ways boys and girls are chan-
neled into sex stereotyped behaviors without consideration of their human po-
tential and the changing requirements of our society.
An examination of the pervasiveness of the problem gives us some idea of the
strategies which must be dveloped to promote any change. Betty T>evy*s essay
on sex role socialization* provides a framework for viewing sex differentiation
throughout most cultures. The following, in large measure, Is based on her re-
sea rch«
1. Sex-role behaviors are among the first learnings for children. Kagan's work
indicates that the male/femate distinction is clear to children as early as age
two' and other research suggests that by preschool age, children know their
sex and the play preferences, behavior patterns, and expectations that adults
bold for that sex.*
2. Sex roles become more stereotyped and restrictive with increasing age/ The
tolerance of cross-sex behavior Is tolerated less as children grow older. Boys ex-
perience a greater degree of awareness of "feminine'* behavior and tend to avoid
ihose behaviors.*
3. The male role Is frequently seen as the most de5»irahle by children. Numerous
studies * document the increased desirability that children place on the male role.
Masculine activities are seen as desirable and given high visibility and status.
FRir
1S3
?lt}!Lui^J^^^^^^^ be tomboya, whereas boys are frquently punlahed for
exhibiting feminine cbaracterlBtlcs. Fre-whool children Indicate a belief that
wys nave more fun/'
preferable status U given to males and male cbildren are more
/^»\?lH?1 n^^^ children. Surreys indicate that males are more satis-
fied^lth their ro e," This prefc?ence extends to children's sex where parents
tend to favor boys,"
5. Acceptance of traditional sex role Identity Is related to positive psychological
adjustment for males and poorer adjustment for females. Males who identify With
mawullne role« evidence better psychological adjustment than do females. By
contrast, females who exhibit high IQ, creatively and originality are those who
Internalize crosS'Sex behavior, e.g., who have exhibited tomboy behavior at some
point in their lives."
The differential treatment of males and females in the society begins with a
major value assumption, e.g., that women and their contribution to the society
are inferior to men and their conmbuUon. Variations of this belief and its mani*
festatlon in personal and Institutional behaviors Is called sexism* Perhaps the
most amadng facet of sexism degree to which its operation within our
li\es Is unconscious and Internalized as a part of the natural socialisation of
boys and girls. The consequence of sexism Is shared by all members of the society.
Tor glrl^ the stereotypes and assumptions have limited their self-eeteem, asplra-
Hons and contribution; for boys they have perpetuated unrealistic views of the
world and denied them of the full range of human expression. Any, effort to
understand and change the role of schools in perpetuating sex role stereotypes
must be considered and related to the transactional relationship among schools,
community, and society.
SchooU an^ ♦ed? tele stereotypes
A primary rationale for U.S. public schools has been the provision of literacy
sKlHs necessary for a democratic system and the provision of equality of educa-
tional opportunity for all citizens. A major issue facing education during the
past twenty years has been the increasing awareness that schools do not provide
equal opportunity to all citizens. The lOM Supreme Court decision of Brown vs.
the 'IV>peka Board of Education marked open acknowledgement that schools
provided for non-white children d(d not meet the test of eqliallty. We are con-
tinuing to Identify and deal with the ways that racial and ethnic minorities are
denied educational equality.
The past five years have witnessed the Identification of a second way that
children's growth Is short changed. Sex role stereotypes or differential treatment
of females and mates, operate In ways that deny children the opportunity to
develop their full human potential Boys and giris are directed and ^'channeled**
into traditional roles through the prescription of ^^appropriate'' behaviors.
Schools reflect the local community and the general society. They are the
society's most Important socialization tools. Children are prepared to llf e in that
society as It presently exists. Racial and ethnic minorities, and women represent
less powerful groups In society than the dominant white male group and schools
contribute to a "sorting" process which perpetuates their second roles. As the
society deals with the questions of changing the total opportunity structure, we
begin to see the Incorporation of that struggle within the schools. Fifteen years
ago It would have been difficult to And school textbooks and instructional
materials which provided any role models for non-white children. The ferment
of the clvll rights movement has brought about change and today it Is possible
to find some degree of representation of the largest groups of non-white ethnic
groopa, A similar process is now underway as the society deals^.with efforts to
modify the definition of appropriate roles for women. Much of the task of public
schools must be to anticipate social change within oar society and prepare
children for living in a future society rather than the society that currently
exists.
One of the most difficult problems in understanding public schools is the need
to distinguish the intent of school programs from the actual outcomes, Relmer
has Identified four universal functions of schools^-^eustodial care* social-role
selection, Indoctrination, and provision of skills and knowledge." In Carrying out
these functions, schools become effective mechanisms for social control, the
peipetuatlon of conformity, dependence on others for learning, and social stratiH-
catlon.
Based on Levy's analysis of the actual outcomes of education,^ we can
describe the gap between the profmed goats of schools and the actual outcomes.
ERJC
184
1. AUhough schools profess the promotion of equalUjr of opportunity, ihef
perpetuate inequality in our society. Schools profess learning as a purpose, but
actualiyteach" institutional conformity and non-thinking.
2. The curriculum, authority structure of schools and the policies of schools
reflect social stratification and perpetuate stereotyped images of minority groups
And sex roles,
8. Elementary school values are congruent with traditional demands of female
sex roles. They reinforce obedience, social and emotion^^l dependence, and
docility.
4. Secondary schools further dl/terentlate appropriate educational activities
for boys and gtrl8» placing more emphasis on girls* preparation for marriage
and child raising.
6. Girls generally excel in elementary school programs dup to the congruence
of expectations v?Uh traditional feminine activities.
6. Underachievement of glHs Is evident in the drop-out at the onset of
puberty. This results from the increased role conflict and the limited expecta-
tatlons of schools.
7. Schools evidence greater concern for the future of boys than of girls.
Tie cost of this limited socialls^ation opportunity for girls is evident in the
outcomes for girls. N'ancy Fraster and Myra Sadker have summarixed existing
research Into a ^'report card" education's Impact on girls." Some of the points
included in their report are :
1. Intellectually^ girls start off ahead of boys. They begin speaking, read-
ing and counting sooner; In the early grades they are even better in math.
Howeverp during the high school yearsi a different pattern emerges and
gtrls* performance on ability tests begin to decline. Indecdi male students
exhibit significantly more IQ gain from adolescence than do their female
counterparts."
2. Although women make much better high school grades than do men,
they are less likely to believe that they have the ability to d^ col'ege work.**
9< Of the brightest high school graduates who do not go to college, 75-90
percent are women.**
4. As bfoys and girlE progress through school, their opinions of boys grow
Increasingly more positive and their opinions of girls increasingly more
negative. Both sexes are learning that boys are worth more.*'
6. By the time ther are in the fourih grade, glrls^ visions of occupations
open to them are limited to four? teacher, nurse, secretary, or mother. Boy«
of the same age do not view their occupational potential through such
restrictive glasses."
6. Decline In career commitment has been found In girls of high school age.
This decline was related to their feelings that male classmates disapproved
of a woman using their Intelligence.**
7. In a survey conducted in lOW throughout the state of Washlnsrton, 66,7
percent <>f boys and &D percent of girls stated that they wished to have a
career In professional occupations. However, 57 percent of the boys and
only 81.9 percent of the girls stated that they actually expected to be
working in such an occupation.**
If these are the educational outcomes for boys and gir1s» it is critical that we
begin to examine the specific practices and ways that children are soctalleed
into these behaviors. Examination of the practices of schools indicates that the
messages of the appropriate role behaviors are transmitted to children In seven
general ways;
1. f ejpltooVji and instructional tmieriaU: Textbook^i and instructional ma*
terials are designed to transmit knowledge and skills. They are equilly
effective at Indoctrinating children In the prescribed behaviors through the
selection and omission of life experiences.
2* Teachin0 Behavior: The behavior of teachers Is the most critical dimen-
sion in the educational process, particularly in the elementary school. Their
interaction with children In the classroom teaches children how to act,
how other people will resq;)ond to you, how other people will treat you, and
the expectations others have for your future development
Schodt and Miudeni grouping^! One sex school and pex segregated grottp-
Ings awonfif children concretely demonstrate differential expectations for
boys and fflrla. These are fre<juently peen in elementary school In resd^n«f
groups, play groups, and classroom maintenance activities. In ;>econdary
schools vocational classes and interest groups frequently demonstrate
stereotyped ideas of the appropriate roles for boys and girls.
ERIC
185
4. PhyBicat education and heaUh educaUon: Motor skills are in large
measure, the result of practice. Many girls and boys are denied opportunity
and encouragement to *itialn a healthy degree of physical development, to
maintain phyMcal Atnessi* to Incorporate healthy concepts of sexualtty» and
to develop athletic abilities. .
5. CounBtUng nnd Ouidancc: Counseling activities are usuaUy consider^
aa specialized functions of testing, vocational guidance, and asslstAnce in
dealing with personal problems or concerns. Counseling might be redefined as
the affective portion of the school experience which Is carried out by trained
counselors, teachers, administrators and other students. Seldom has effort
been made to optimise the supportive environment for all students.
6* Women*s Staiu^t in Education' Role modeling Is a primary method of SO-
dallEatlon. >Yhen children are denied opportunities to see both seies In &
variety of roles, aspirations are channeled Into ^'what Is*' rather than ^'wbat
are my individual strengths and goals/*
7. EiirchVurricular Aciiviiia' Extra currlcular activities such as Interest
clubs and honors provide evidence of adult sanctions. They represent another
powerful way of demonstrating the expectations of the school and the com-
munity.
In the following sections the Implications of these socialisation practices wlU
be discussed as they operate In schools to deny equality of opportunity to all chil*
dren. Although the focus of the dlcsussioti Is tne way that sexual stereotypes
limit development, many of the same phenomenon operate with respect to racial
stereotypes and social class stereotypes.
Tejtibook9 and initrHCii<m\ materiQU
Textbooks and instructional materials are usually identified as the tools for
teaching children reading skills, computation skills, and general information.
Often we forget the degree to which these materials f I'ame the range of experience
for the child and define reality. Sara Zlmet's work on readers demonstrates that
textbooks, pre-select and fashion children's view of the nature of American so-
ciety* Sexual, soclo^economlc and racial stereotypes are Incorporated into texts
which convey a general aura of authority an 1 final'tv^**
Numerous studies of the image of womeu In te:ktbooks have been conducted."
The common findings reveal that women are underrepresented as main characters
in stories and Illustrations^ are shown as passive, dependent persons, are charac-
terized as unstable and weak, and are labeled with negative terms. Lenore Weltx-
man's ^ work on children's books and textbooks demonstrates the extent to which
these negative Images predominate. When girls of minority group cultures are
included in children's materials, the images are frequently even more sex stereo
typed."
A purvey of the research on textbooks conducted by Jean Grambs" moves
beyond the content analysis of texts. She points out the limitations of the basic
construction of lan^age as it Implies male dominance. Terms such as mankindi
manpower, workman, etc., exist without feminine equivalents and imply a value
hierarchy* As a result, the very structure of language defines a continuing source
of sex stereotyping.
The importance of correcting sex bias In textbooks cannot be underestimated.
Longitudinal research documenting the effect of reading materials on children's
attitudes and behaviors Is sketchy, but It doet; appear that books do have an im-
mediate effect upon children's beliefs. Studies which used reading content as ft
means of cbanging children's attitudes toward specific ethnic groups and specific
fears demonstrated that In each instance, attitudes changed in a positive dlreo-
tion with positive character presentatio^is and in a negative direction with nega-
tive character presentations. Although these studies measured only tbe im-
mediate paper-and*pencil responses of the children, a potential formative effect
was consistently demonstrated.^
A recent study of textbooks documents improvement of the images of minority
groups in textbooks.** Women, howeve* continue to be shown in stereotyped ways.
Efforts are currently under way by t^-Xtbooks publishers to correct some of the
images of women.*^ It Is estimated that it will take a minimum of five years be-
fore non sexist materials exist in any qu^^ntity.
Interim solutions for dealing with the problem continue to be identified* Sup-
plementary books and materials presenting positive images of women are bein:;
developed by non-traditional publishing groups." Creative teachers have been
using simplified content analysis techniques to assist students In discovery of the
ways that males and females are portrayed in Instructional materials. A fe\y
ERIC
186
school syatemi aw developing their own materials and Involving teachers la thfs
procew. Teachejr orgftnJwitlons are also dealing wth the proMm, The 1978 Yer.r-
National Council on the Social Studies Is directed toward teaching
muUlethmc studied** NBA has published guidelines for e^alatlng textbooks and
Instructional materials.'* The American Federation of Teachers has provide'! en-^
couragement and outlines for assisting teachers to devdop supplementary ma*
t^riais* In many ways, these Interim solutions provide an Important dett)onstra*
tlon of problems can be used to Improve the toul level of Instruction.
School and $iudCHi mupingi
The tmt obvious form of sex role stereotyping In schools is the segregation of
boys and girls Into different sehoolB» classes or actlvlUea. Although there may be
valid reasons for sex segregation, it is difficult to demonstrate tbt*t separate but
equal programs are truly equal* Preschool programs that encourage boys to play
outdoors and use play equipment that facllitlfes large muscle development* and
provide Indoor crafts activities and miniature k!tchen« for girls do not provide
comparaUe experiences. Children may be drawn to differential sex segregated
activities as a result of previous soclalUatlon. It is the responsibility of the school
to increase the range of alternatives by encouraging all children to participate In
the total program.
Elementary school programs continue "channeling'* children by sex. Physical
education activities frequently offer different activities for boys and girls. Class-
room groupings may perpetuate assumptions that girls ate "naturally" better
in reading and boys *^natu rally" better in mathematics and science. Emphasis
must be placed on Individual achievement withou; reference to sex.
Sex segregation in classes is Increased as children progress through middle
school and high school. Physical education, sex education, home economics, wood-
work ng, auto mechanics, typing, shorthand, welding, printing, and other voca-
tional courses overtly or covertly limit the alternatives for boys and giris. In some
vocational and technical courses are listed "for boys** and "for
gfrls.'"*
This tracking of boys and glrla not only reduces personal choice, but It must
also be pointed out that the anticipated wages for the trades taught in girls'
schools or classes }8 less than the trade tau.«5ht in boys* schools.** The seriousness
of this problem is highlighted when we consider the Increaing probability that
girls wlU be entering the work force (elghty-ftve percent of the high school girls
today will be employed outside the home at some time) and the changiug pattern
of family stability < If present trends continue, one marriage out of every three will
end In divorce).^' The lack of comparable educational opportunity is, in large
measure, the beginning of the earnings gap between male and female workers.
The Impact of these practices affects males as well as females. Males who wish
to develop artistic, dramatic, musical and literary interests are often discouraged
and labeled as **slssles." Boys who would select vocations such as cooking or
halrdressldg may be denied training opportunities. The lack of '^survival" courses
which teach both boys and girls the basic cooking and mechanical skills per-
petuates unrealistic views of sex role activities in later life.
Teaching Behavior
The most Important factor In the elimination of sexual and racial stereotypes
In education Is the quality of the teacher.** The behavior of adults within the
school system represents the most powerful Influence for chndren*8 let^mlng. The
book Ppt^mlion in the Cla$9room ^documents the importance of teacher expecta-
tions and the Impact of self-fulfilling prophecies in the classroom. Tea .hers, like
all other persons in our society, f fequently operate on what Bern and Bern have
fdentlned as the "nonconscioue ideology'* which assigns secondary status to
women.
Teacher behavior with respect to sex of children has been a relatively neglected
area of research. Studies of teacher behavior generally support that teachers
Interact more frequently with boys, partlculariy with respect to .?!oapprovlng or
controlling comments.** Jackson and Lahaderne conclude that boys have a more
dliScult time in t^hool than do girls. "If control mes^?tige8 are crude measures oJ
that difficulty, these sixth grade boys, as a group, have eight or ten times more
trouble than do their female classmates . . . the experience of going to school is
clearly very different for boys than for girls*'.*"
On the other hand, girls tend to excel in academic activities until approximately
the seventh grade. From that point onward the loss of iQ galn^i and the higher
female achievement rates continue a downward trend. Frailer and Sadker" ex-
187
blaln Uie Beminti oontracllclioii In tenua of tho dIfforenUal behaviors of glrl^ and
bpy«. pnrtni the early grades the developmental advantage of gIrU operates Iti
their favor. When children enter school, girls on the average are at lea^t two years
dmlonmentally more advanced thati boy«. Further, their socialisation has
rewarded passive behavior which U very adaptive to mastering l>a8(c learnliig
SKI lis* V . ,
Hoys eJthlbU inore lndei)endent, aggressive behavior which may require o
grt»ater response froin teachers. This independence, although requiring more con*
trorirpm^ teachers, altio encourages self-reliant learning front boys and is par-
tieulajly helpful after basic learning skills have been mastered, This liftdependence
«ti(l the rednctloh of developmental dlsadvahtage makes It possible for boys to
oUmlnM^ the prfevlot4s achievement gap. , ' .
The imnact oi teacher attUudes and their Jmpoct on Schools cofttltiu^s to
Inflnence the behavior of boyi and glrl$. (girls' Wucatlon Is often consciously oi^
Uncott^cloualy downgraded In Its Impottaftce, It 1$ expected that girls should
turn their ftttfhtJott^ 16 X^tturo utarrlage and fatoily preparatldn rath^f th
m^t PlAnnlng. These attitudes a r^ bojsierecl by; strong behavlWSl evidence!
Although aduU womet^ cohslHute a large nii&i>er of the teaching sfaff, they are
setdoiji found 1^ administrative or leadership positions vrtttitn the fechOot. t*ew
teachm have actively Involved in the difvelopteeht bf Wteen'^ studies
progtama or otlier eflforta to eliminate set roie stereotypes. Retattvety few oi>-
iK)rtuiilties hav6 been available for teachers fo exai^lrie their i^ssumptjots, at*
titudes and values ftfikthey relate to sex role ^tereOtyplnfiS ^
If we are. to ih|ike pOSUly^^ interventlohs Int^ the sel^pert)^tuatln« cycle
o( the trt psmlssloh .of attitudes, tye must place futuie effort oh^ the^ exprihsiou
research on t^acb^^ behavior, the derel<ypm^nt of r^fesemi^e aW ln-s^H<iO 1^
ing programs for teachers, aud the deveiopbs^nt of :^arrl^Iuth materials and
teftchlng t<>ohnlques wlilcb catK the reduction of sex role stereotyping*
Ph^9\c<il education and hi^aUh€d$i<^a^^^ ; ;
Thfe primary objectives of physical education prograhis ai^e to develop chli-
dren*s fit ftess and to eiieourage life-long eommitment to maintenance of that
fitness. i\e -mltty of most^ physical edu^atiou programs Is fr^uejttly Quite
different. TOlo stereoiyplhg Jn jBchool programs foUows the w tn-
creasjiig^ r^trlctlveheas as ^hUdren progre«is throUgb school; During the ele-
nientary grades dltferences in boys and girls phhlcalMucatlon are chiefly ev^
dent W the ntimber of actiyUles olft to boys Mft O^tnpared to the activities
offered to'flrlsr:' : ■■'.'^ I'V'-' \ ^' V:; '
^ tn middle scnbol a^^^ high school; hot only do Sve see ditfer^hct.i in the numi>er
of sportf progrtms, btit also in the proportion of puMlo funds expanded for the^e
programs, A M(ohi<»ti school district spent teh times as intfch bn boys* athleties
as girls* athletl^jslax^d tbetj^ was not reason to beUeve tfaat thi^ ^as uhustial.^
A j%iMr w(tio was jfoicm^ jn a J?entwjylviitvla dUtrlct,*^ W Tetis^ <vn^ etud^ indl-^
mt^ that approximately; ten luUH^^^^ of imik ^a^llltles \v^lre^fot 6ra<S ^
tical purposes, lanavaliable to glrls.^ A se<H>nd Toxas school district exhibits
the same patteim.^ /
Schools in the state of Washington fiijrthi&r docutnent t]be pattern, rn a studv
cumulative erfect^^o^ in the obisiervatloh that none of
the female athletes competing on VS. Olympic teaiais during the past eight years
have received their training In public education prograhi^.**
Another manifestation or sex stereotyping practices ih sport's proitrams include
differential pay for male and. female coaches. In some school dis?trlcts wom^u ate
not listed as "ooach^^" but as "Intramural Iristntctbrs,? Tlbls llstjhg epltomlKea
the status system in athletics. As insthictofs; women have less pr^tige, decision
tnaking authority, and^ tnfiuehce Adthlti schoo^ Tbey Mnnot negotiate the ei-
pansloh of prograins, use of faclHtlesihd greater equality in sals Hes.
Awards and incentives for ^rls' partlcipatlort id siik^rts fi limited/ Pers^^
enjoyment is usually reported as tlie rewap^ for girls* partlciWtlon in athlettcs
whereas, boys ai^^ awat^^ school let^^rs, Jack^U, oert^^ an*
atMetlc echolflivhlw. Ah lin exflinpto/one «cho<>l In Colorado avs'rtrds lijalo mcin'
the tehiils team ^ho(>\ letters rtiut female^ welnbeb< chatMig for bradoWli
>»JJ«if;V™? <<i^^/it«». until
Health education revre^eht« 0110 of thi& uioat illfncult aroan In whtch to docu-
i«(?nt $ex tole «tereot)'plng. the coufent of health wlucatlon may be i>rovlde<l In
Vhyfrtcal educattoit courses, eex echicatlon conrse^, Wology cour^e^, chIM growth
and development conrnei*. etc. Seldoni «re«tnden?8 i»rovlde<l with a healthv nrider*
BtHnditiK of thdr bodies or with reallHtlc Infoi , Ion for plahning their llveH.
Inforniatlbn on reproduction, hirth control, family pldnnln^, ahorMon, pregnancy
and childbirth luAy be omltte<l provided In fc^ex segreKated classes or covere<l In
a sketchy fashion, Ho^t**and girls jieed opportnnirles to wnder»t^nd tlie socla!,
pwychologtcaV and economic factora of health and a chance to incoiiJorate sexnal-
Ity as A natural part of life. Many of the myth^ and nii»nnderstandlug>4 the
role of 6ea:ttalUy (n life could be corrected at thiF i>olnt.
A ap^^clftc example if>f sex discrimination in schools Im found In the policies
expelling pregnant students frow school. Over 200,000 young women under 38
year« give birth," Meet of them are forced out of school at the first sign of prt^-
nancy* A 1070 Hurvey of 17,000 school districts reveale<l th$t less than one third
Offered pregnant school nge girls any educational services, When they were avail-
they were segregated in spedal classes or provldecl with assistance for
homestudv,^
Bfghfy»<lve percent of these young mothers will keep their babies,*^ Those that
marry in this age group are three or fonr times more likely to end np In divorce
th in all other age grom>s.** Among teenage mothers who remain unmarried, S5
l)ercent go on welfare.* the price society pays for this form of discrimination
may not lie a« openly acknowledged as other forms of giex dtscHml nation, but
it Is nonetheless real In terms of human, ec<momlc and social cost.
VouH$cUit0 and 0uU!(ince
School connseling ami guidance services hold out the promise of a prlnmrr
tewentlon for meeting tne career planning um\n for lioy« aiul girls, This hoi>e
Is cinlckly diminished when we con8lder the relatively small contact that most
students have with traincfl counselors. A comparison of the ratio of counselor to
student In twenty large cities reveals a range of 1 to 250 In Portland, Oregon to
1 to 704 In Kew* Vork City.** It Is further dimlnlshetl when consider the effect of
counseling on female students. A recent study reported in AFhWn KilucaUomt
Uvsearchcr documentefl the Ineffectiveness of counseling w ith respect to women
and motivation. It concluded that
Kffects to increase motivation, such as special counseling and teacher at-
tention, apiieared to hove Utile long-range effect on girls, whereas these
same efforts seeiued to have an imm^^iate and relatively long lasthnz effect
: on boys," ■ ; ■■ ■.- ' ^ ■ - ■ :
Traditional counseling techhlaues do not seem to he meeting t?ie needs of girls,
and no major effort Is currently underway to devfloi> adequate theory and tech-
nique's, Many groups refer to the ne^d tor aggre^lve counseling tool», esiwlally
for girls from lower economic Uvels.
Studies of Counselor feehdvlor sl/nllarly document the problem of sex role
j^tereotyplng/ ?5everal stiidles indicate that hoth female and mate counselors hrive
incorporated stereotypes a^ to the levels and Inv^ of occnMtloiLS that are reall^lc
and apprdpHat^ for College and fton-coHege bound glrlsr Further, female <^tin^
,selors for sclH^lldat problem for theJr providing
support In helping girls sele<it no«-traditl6hal career goiils.*? The pervasiveness
of sex stereotype^ extehda th^ investi^ BrdVerm^, Clatkft:>h; llosen-
kranta amVVogeW study of cllnlclaps ylews of ^Uehtal h^lth ^rid healthy males
and femfti^f^ Clthiciahs hold dmereht concepts of mental health for men and
\v6men and tend to mijpport thfe $ex tt>le st^reotj^pt^ of oUr wx^tety/l^i^y wei-e
likely to suggest that healthy wonu^n ft re ''more mihmis$iv^ less Independeht, le^
ndventurous. more easily influence, le^^ aggressive, le«3 competitive, more ex-
citable, have their fe^liftgfli moro eaMly hurt, more emotlona!, more c6ncelte<l
about appeiiranc^, less objective, and disliking math and sdenc^."
Counseling bias extend^ to teeta e^ioA meftsurement$ tiw^ for giUdance One
example ia the Strong yoiatlohAl Interest Blank ^hlrti was cited for sex bias
by the American Personnel and Otildance Association. If the results of the test
are scored In term$ of male form of rte la<itrument. an tn^ividual may h^^^^^
c^^^ to midve totvnrd be<s>ming a physldam psychUtrisf dnd psychologiB
T«i0^;m6 scored on the femiile form would suggest dental Mrfstant, physical
therapist. Or occupational therapist m appropriate occupatloni *
189 '
School oomi^oIitiK imiKHium {m\ to iH)ri)etiiuto imuy of the same stereotypeH.
Atfalin counsetorM nhouUl not l>e <1lKcre<lit04l for tiotmng tlie mm t^Iasen tlittt
otlii^r uiemtx^rg of the HO(<tety do. Hnther, wo nc^a to \>n*m for the clovolojnuout
of a ri'soaivh ptoyi'am which will Identify the th-orj* oml techniques most ni>-
firoprlAte for glrl}<, the moOIHciitlon of i>re-sorvlc«^ ond In-service training of
counselorH, the develc^jmeut of conusellng toolH which lUf more r<»«ll8tlc for the
char^Khig rolefi of women» and the iiicor|)orAtlon of vocational Information Into
achool counseling ptofitrams. ^ r .
WoMcn*9 9iatU9 tn the pro/mion
The Ofganl>wHon of professional w^rvlcea U\ eduoUlon renreisent^ nn ongoing
Bburt'e of »ex diKcrlmiimtlon And the rote ino<leUhg (»f bvhnvior^ that i)erpotnate
8ex rol^ stereotyping. The progrenslve restriction or women from the higher levelJi
of reM|K)n^lhlilty and letiderHhlp hecoinea IncreaHlngly apparent when w^e exauilne
the t>er<*entaget» of women Involved in various^ a8i)e<t« of education.
In 107fr-71 women represented I
(H i>ercent of all full time professional staff of public sohools*
20 |)ercent of the i\dminb<tratlve and supervisory staff
07 |)ercent of th0 teachers
Irt percent of th^ elementary school principals
8 percentofthc^ senior high school prindimls
47 p^^rcent of the cotmselors
percetit of the ttursen
01 i^ri-ent of the school librarian,^ ,
(U Peh^nt of the peycholoj^
T/CSA thani ttiereehtQf thesuperintettdenta
5 percent of th0 chief stAt^ ^chcwl (>fl^^
The Increasing domioatlon of mates in administrative positions wltliln scliools
has been an object of conc-ern. The most frequent eJcplanatlohs of this phenom-
enon are bafeed on assumptions of gteat (ecouooUc heeds oif malea isitid the pre^
sumed continuity of their career imiterns. Htudles Which have raised questions
about the«^ and related.estpiahatlons*^ do not seeiu to have had nitfch Impact Irt
changing male administrative domination Perhaps a more pro0tahle approach
would be to view male domination In tet'ihs of power Relationships among groups
in society atid to trace, the j^rocess of how male and female educators are
"Hhap^ed" or soclaiUed Into aoeeptahce and pen>ettiatloh iof thl$ j)ja,tt;er Lohgt-
tudlaal studies of occupatloiml SQcJallxatlon are a niajOT heed.
A woman has never heade<{ the.U.B/ Office of Edv^^tlon ahd women's in^
volvement in decision makthg positions been exceedingly Umtted. At the
present time the US, Commissioner of Education Is maleVhta deputies aucl
a^^iates aj^ mate^ oft^y twp, worsen, hold positions at the a^sletahf executive
level The average grade level for women ts' 09 7 ; whereas the ave^ago gr4^e
level for meu is OS 14,*^ v. . , . ^ ;
Mex discrimination in the higher levels cannot be explained l>y the l^ck 6| |
qnaliflcatl(>hs» One fifth of the doctorates in educatio?i are awatdod to womeWp
and 13 percent Of these doctorates were In the deld Of educational admtnl^tra*
tion.«* . ^ ' ; ; • •
HImilar patterns ap^eift In teacher pr^:an|«ations» leadership of both the
National Education Assoelatlort and the American Federation 0< Teachers is over-
whelmingly mile, Among state grouiis about^elght j)ercent of the istate federa-
tions are headed by ^ women presidents, and 20 percent of the atat^ teaphers
associations iare headed by women, The male dominated pattern remalas whether
corislderatlon is given to total boards of directors, number Of 8ta;<f, or cltff in top
decision making positions. . ;
AVithin elementary and secondary schools, the need for balancing the asslgn-
metits of malea and females is clear, Males must be encouraged to zuove into
classroom positions, particularly in the pre-school and elementary schools. l^V-
males, on the other hand, must be recruited, trained, and moved Into adminis-
trative positions. Only when equality is demonstratable within the experience of
children, will it be a reality of education,
})xtra'CUrH€ular activities
A subtle but Important source of sex role stereotyping Is found in the organ-
ization and sponsorship of programs provided for boys and girls outside the
formal classroom. Most schools offer some activities to meet the special in^
terests of children and to provide character building experience. Competitive
■ ■ ■'. 100, ; : ' -
mtiB h^re ^\miy ken (Hmisstd with yosj*e<:t to tiio ways that boys* actlHtles
; F^**?^1P' ^^^^t^ viitlety a^d re«ourc0ii timh gtrls\ It must aUo be |K)Jnted out
■ th^t Irtt^Tfttotarftl prom for both bo>a ^na ^rirU suffer from Iho focU5 on the
JWeW?^ri( of the^gWBp studying MWetto fuhd expendltur^a In Dallas estimated
that TO percent of the funds were spent on less than the 10 percent of the mate
. fltt^ents pAttlelpatlnjif In inter-school teaiii Bi)orts. the ^'star^* athlete pbeiTdw.
>noM ilmUs opporttinft es for both boys and glrk Intramural activities provide
a method of al owJni both boys and gtrls to enioy sports at their level of skill.
.Other exoinples of extracurricular nctlvltlos include clubs such as i aviation,
^ phtpirraphy, science* modern dance, and organisations whicli represent the $chw
such as matching band, jass band. chorU8» debate team, etCi which may overtly
or covertly limit or discourage the pattlclpation of one sex, An example 6f this
' ;:tracklng'^ came to pubHc artention in a national high school eciente program,
on y boys wre eligible for the program. After protest, the progratrt v^m change
to Include girts, louth needs tho opportunity to participate In a of actlW-
tles based on Individual Interest. *
Honors awards and special assignment of tasks are other ways of sex role
stereotyping. More of this Is seen at secondary school level In awarding of
Bcholftwhips and awards but there are some evidences of It at elementary school
^flV: ^^"^'T'^ ^?^^J?.P'^^ in lines by sex? competitive acllvlHes (eg.
ftplllng bees) may pit girls against boys; sneclfled halls and stairs may be at
Blgnea by sex 5 classroom tasks (e»r deJlvcring messages to the office, carrying
the heavy equipment) may be delegated by sex ) and school ''safety*' offlcera niay
be limited or assigned by sex. It is the cumulative effect of sex differet^tlaled
behaviors tb^t continues to provide sex stereotyped images for children.
FOOTNOTES
4 J;.^^^ BrlksoHr Ohitdhood end Bockiif, Yoik \ Iv. Xortoa A Co..
2. Justin Aronfreed, €7 nl, ''SociAj Development." ln\ DctelopMcnM Psy-
cftolOj^j/Torfeii/.Delmar, California: CUM Books, 1971, p. 13t
3. BJIjabeth Gould Davts, The Fini Set. BalUmore : Penguin Books, Inc., 1971.
4. Betty Levy, '»The SchooVs Bole In the Bex-Bole Stereotyping of Oirls: A
femlntst Review of the Literature." nniinf»r Studies, Vol. 1, N^Tl, Summer 1972
<^19. Available from Feminist Studies, ^117 Riverside Drive, New York, N.Y.
t ?• ?SS«JJ5lKagan. "Check One: □ Mate □ Female PmMoQy Today. 3, No.
July 19vv. 38^1.
I>ftnJel O. Brown, '^Sex Bole Development In a Changing Culture." \P<J/-
A jy^y^IlS^^.^l ^' Sex.Role Development." D€vep>pmeHM Pmholoov,
1, JNO. 2, lu99, 19S^1Q3« -
7. Aletha H. Stein and JancJs Smlthells. "Age and Sex Difference In Children's
5i?L^55Jt<** P^U<^ot0fiy, l, No, 8,
May 1969, 2o2-2o9. - - / ■
. Hartley and J>ances Hardesty, ^'Children's peroeptl^^^ of Se^t-Roie
in Childhood/' ^o«fno J 0/ Oeneiic Pmholm* 106, No. 21, 1964, 33-51. - ' : -
W. Hartup and 8, 0. Afoore, "Avbldauoe of Inappropriate Sex-T^^^
Young Children.^' Jomol of Coimtitnif Pmhot6ffi//21, 1963, 467-473. ' ^
a Roberta Oettel, ^'AnnotMed JtlbU^ Maccoby, ed. tAo
^ig^Wmcn^ of Se^ pitteremi^ Stai^ford! Stanford University tres^ 19$$, pp;
10, Selraa Oreenherg^and Lucy Peck, personaj oommimlcatlon coheerning yet
unpubUshed m^m% llofstra Un|verjky; Hempstead, New York, 197^ . ^
IL JToseph Kat*. yo Tim M youth. San rrancisco: Josey Bass, 166a
John McKee and Alex Sheriffs. -<th^^ of Males and **e-
males/Voi<rn(>lo/P^<ona?^(y,35,no.3,J3eptemberl^1? 'M^h i ^ ^
Shirley McCjme, *»Survey of AAUW Journal Readers, > mimeographed, j972,
ShenkfflS* Si Po^il^an. Th^ Pm^toj^ <>f Birth pmmff. ^mhridge, Ma4 i ^
101
10, Nancy Kratler and Myta SAdker, Scxtm in Svkool and Boctcly, New York:
ilorper & Kow, 1973, pp. lUIS.
It Eleanor Maccoby, "i^e^ Dlffemicen in Iniellcctual Funciioning.*^ In: Elonno?
Maccobyi eO., The Development of ise^t Diffir€nci9f Stanford: ^Stanford Uulver*
8Uy I'recs, im
18. Patricia CroiiS, "College Women : A Uesearch Description/' Journal of Xa"
lional A99oc{ation of )Voma\ Deans und VountckrSt '62 No. 1, Autinun lOOS,
12-21.
ID. Women's KouHy Action League. Foctn About Women in Educ<jttion. Cm he
obtained from WlOAf., 1253 4th St., S.W.» Wa^hhigtoii, i)X\
20. B. i^mltb. "Ago and i^ex Differences lu Cbiidren'd Opinions Concerning Sex
Difference^,'' journal of (iencUo PsychologUt 54, No, ], MarcU lt>30, 17-25.
21. Knbert O'llaro. "The Roots of Careers," Hhmentary School Jourmh 02, No.
5, February 1G62, 27T-2S0.
22. Pefc7'y Hawley, "What Women Think Men Think," Journal of CounneUng
Psychology, IB, No, 3, Autumn 19tl. 103-19-1,
23. Walter SlocuiQ and Boy Do}e3. "Attractiveness of Occupations to High
School Btudenta." Personnel and Outdance Journali 401 No. 8, April 1969, t54«761.
24. Sara Zlmet, ed* What VhiXdren Hean in i$chcoU Criikal Amly9i$ of Pri^
»iori/ Te^tbooXct. New York : Orune and Strattotti 1972.
25. ^Seet Women on Words and !mages, pick ani Jane o» Victim: Bieto*
itfpe9 in Vh{ldren*$ Headers, Princeton, N.JF. Available from Wow^n on Wotds
and Images, P.O. Box 2103, Princeton, N,J. 06540.
Lenore Weltxban, et al. ' B^x-Role BoclaUtatlon in Picture Bi>oks for Pre*
school Children," American journut of Bociolofy. lli May 1970, 1125-1160.
Marjorie B. tl'Ren, '*Tlie linage of Woman in Textbooks,*' In t Vivian Oo|f|ilcH
and Barbara K, Moran, eds„ Woman in $c^Ut Bocieiy, New York: Basic Books,
mt ■
20. I^enore Welttman, Dale Bustamante, and Plone HIeso, ''Sen R^les lit Orahi*
mar School Texts," Presentation to the National Couferehoe eu Se^-Rolo Stero-.
typing, Washington, D,0„ Novepflber 20, 1972.
I^noro Weltiunsn et oU ''Bex-Hole Socialization in Picture Book^ for Preschio^l
Children." Presentation to the Americau Sociological Association, Denver, cblO'
MdOj September 2. 1971.
27. Dolores Prida and Susan Hibner, et ah "Feminists I^ook at the 100 Books :
The Portrayal of Women in Children's Books on Puerto Rl<?an themes,^; /nif^A
racial Books for Vhitdrent Spring 1972, Available from the Council On Interracial
Books for Children. 20 West 15th Street, New York, N,Y, lOOll,
2^ Jean Dresden Gramb^t, *'Sex«StereotypeM in Instructional Materli^lsi, Litera-
ture and Language: A Survey of Research.'^ Women Sitidtes Ah$irdcUtX No. 4,
Fall, 1972. 1-4, 91-94,
29, Sara Zimet "Docs Books Reading Influence Behavior?" presentation to
tho Colorado Library Association Annual Conference, Intellectual Freedom
Committee Program, Colorado ^iprlngs, December 9, 1972. ,
SO, Agls Salpukas. ^'Survey of Textbooks Detects Le^s Bias Against jJlacks
but Wttie to Please Feminists." New York Times, March 28, 1973, n, 13.,'
31. Scott, Foreman and Conmny, OuideUnes for Improving th^ Imag^ of
Women In rext6oo^«,01envllte, Illinois, 1973.
Sulllvau Associates, ^'Recommenda|lons for Kilmlnating Sex*Ro]e Stereotyping
from a School Curriculum," Compilation from a workshop at SuUlvan Associates,
Menjo Park, California, October, 1972.
32. Work of such groups as : The Feminist Press, Box 334, Old Wesibury, New
York; X.YOW, Box 80031, Pittsburgh, Pennsylvania j and Lollipop Press, P.O.
Box 1171, Chapel nill. North Carolina,
33. Kxaniples include the Berkeley Unified School District, California; Cedar
Rapids, Iowa i and Iowa City, Iowa,
34. James A, Hanks, ed. Teaching hUhnio Studies, Washington, D.C.: Natloiml
Council for the Social Studies, 1973. p, 172.
3.5. National Kdncation As-soclation, CherkUst for Bclceiing and Kvaiuottng
U.S. History TextlK)ok, Washington. D.C, : SUA, 1973.
30. New York Chapter of NOW. i.Vport on liias in the Public Schools, 10T2.
May he obtained from NOW, 28 Kast 5eth Street, New York, N.Y. 10022*
37. See Gail Bryan, Discrimination on tho Basis of Sex in Occupational Educa*
Hon in the Boston Public Schools. Boston; Boston Commission to Improve the
Status of Women, 1972.
192 .
88. Klltaboth NorrU. N«Horml Honrd YSVOA. **KoniIne FIjfiifM 1072/' Mny
tie obtained from Communlcttlions, Natloiinl Hoard VWCA, 000 l^xington Ave-
nue, New Vork, N,Y. 10022.
3D. Jnmea A. BankH, **Tenchlnfc Binck Studies for SoeI«l Clmrige." In; Jfliueg
A, lUkuks, ed. Teaching Kihnlo Htudldt Watjldngtou, I>.0,? Xatlonal Council for
the Soctal Studies, \\ 172,
40. Kobert Rosenthal and Lenore Jaoot^soiu PymnUon in ihc Vlamonm:
Teacher KipectoUon anA Pupih* InkUeciuat Devehptncnt New Yorks IloJt,
Rii^elmn nud WIuMou. 10R8.
41. S. h, Bern and 1). V. Bern. "We're All Nohconstlous Sexists." V^tychotoffy
Toffoi/, Vol. 4, No. 6, 82-^, 16.
42. Kobert Spauldlng. ♦'Aclileveraont, Creativity, and Helf-Conee|it Correlates
•of rreaolier-Puml Trans^actlous In Klementary ScJiool." Coowrate UeKoatoh
ProJe<?t No. 1352, 1063, VM, Dei^t, of Hcaltli, Kdueatlon. and Welfare, Olflce of
IMticatlou.
William J. Meyer and Oeor^e S. Tbonippon, *<TeacIier Interactions with Boyn
nfi'Conthuted witl» Girls." In; Viychotagtcal StudtcM of Umnn DevctopmcnU
New York: Appleton-Century-Crofts, 1063.
^8. phll Jackson and Henriette l^ahaderne. ''rneqtiallttes of Teaoher-Pupll
Contacts.** In; Melvhj SiU)erman, ed. The Ejrpcrlcncc ttf SchooUno, New York
Bolt BinebaH and Winston, 1071, 123-134.
' 44. yra«ler and Sadker, Op. Cit,
45. Patricia Bostroni. '^Sexism In Washlngtch State I'nbtlc Boliools' Hi^orts
rrojfmms." Unpublished maiaiscript, NovenjtK*^ 11, 1072.
46. Marcia Kedd^rbush. hci Thaw .UpWc! A Plcn and Propfynal for KqmUiu
i>f 'OppqrtHniii/ for Mnlcft ami Panafcs in the Ann Arbor Puhtlc Schools,
hnvgh. t'a.: KNOW, INC.» 1071. May be obtained from KNOW, B.O. Box 60031,
rhUib^rKh, Pa. 15221.
47. Vnpnbllnhed study of comiietltlve sjiorts In the State College, Pa. .School
Blsttlct. May be obtained from I'atricla Sanders, l^ennsylvanla WKAL, W8
Hillside Avenue, State College, l^ennsylvanla 16801.
l>alias W*omeu*» Coalition. A Siitftfy of fier Discrtminaiion in the DnUas
Independent SeJiool District, Dallas. Texas, June 1073.
40. Paula Iiatlmer. Siurrcy of Sex Dlgcrimimiiton in the Wnco Independent
j&r^ool Diilrlet. Waco. Texas ; 1073.
?>0. Bostrom, op. eit.
Til. Fedderbush, op. c//.
52. Bostrom, op. df.
n3. Celleste Ullrich, remarks to Sex Role Stereoty|>es Conference, November
24-20. 1072.
TA, Until 1073 the rules of the OlvlMon of Girls' and Women's Siwrts, AAIIPKR,
prohibited \vomen*s acceptance of athletic scholarship.
55. National School Public Relations Association. School fJIrl Preomncy:
aid Prohknu Xew Sotufion*. Washington; NSPRA, 1072, p. 1.
66. md., pp, 6-11.
57. Marlon Howard, '^Comprehensive Community Programs for the Pregnant
Teenage." Clinical Obstetrtcs and Gynecology, Vol. 14, No. 2, June 1071» 473-474.
tiSJbid,
50. Kdwin Klester, Jr. **The Bitter Lessons Too Many Schools are Teaching
Pregnant Teenagers." Today's IfeaUh, June 1072, p. 54.
60. Datny K. ShaWi Testimony l>efore the Special Sifl)COmmUtee on Kducatloii
of the Committee op Kducatlon and I^^bor, March 8, 1071.
61. As quoted by Marlene Pringte, ''Counseling Wonien," KRIC Counseling and
Personnel Services Information Center^ University of Michigan, Spring 1071.
e2jbid.
63. Arthur Thon^as and Norman Stewart. "Counselor Response to Female
Clients With Pevlate and Conforming Career Goals." J oh mat of Voumtettny
Psychology. Vol. 18, No. 4, 1071, 3.'i3-357.
64. Pringle, Op. d^.
65. y/?A neacareh BuUctin, Vol. 4ft. No. 8, Octol^er 1071.
66. Neal Gross and RoWrt R. Ilerrlott. Staff Leadership in Puhtte Schools,
A*Ci<? Vorfc: John Wiley and Sons. 1065.
Helen Morsink, ''leader Behavior of Men and AVomen Scfondary School Prin-
cipals." Unpublished Ph.T) dissertation, University of Michigan, Ann Arbor, 1066.
67. Commissioner's Task Force on the Impact of Office of Kducatlon Projtrram^
on Women. A Look at Ifomcrt in Educations issues and Ansiccrs for IfPAV, W^asiu
103
Ihgtoii I U.S. Offlce of Kduc«tloii» Depurtaiont of Ilealtli, Kducatloii, fliid Welfuns
November 1D72,
(k\ Siunmine Taylor, "I^adersihlp In JMucatlon : A Malt« Doumlnr* I'resf ntfttion
to The KUiicaHoual Leaderi^lilp IiistHutc, Xew York, N\Y., A^rli 24, 1073.
OWCCTIVX II
IDGNTIIY AND UTIMZE BESOl'HCKS >X>R CIIANOK
Tbe first Identlflcatloii of sex role stereotypes In education bea^n In higher
educatlot^ during the 1008-60 school year. Questions of enii>loymeht dtsvrhnlna*
tloji Aiut the otnlsslou of wouieu's contribution and concern iirovlded the focin*
for cliange. During tlie i>flst five yeanj uioet unlversltleH and coUegen hnve inl«
Hated actlouH to Include women in afllrniative action i)lan» for oximndUig eiu«
(>loynient oiawrtunlttes, malc-fenmle salary differentials luive hmi eqnalUed by
Hoinc lnstttutlon.s and more than 1400 courses on women*8 Mtudles are being
ofTered In tollegei* and jmlverelties throughout the nation.
The values and leadership of the higher education couinninlty have Uttle dUoct
h\\\mi on the elementatir and secondary education comnaudty* WUo^i the i^ro-
l»osal WH» developed, federal legislation nrbhlbltlug sex discrimination in ete^
luentary ond secondary schools did not exist. The primary interest In examining
and chaughig early social I Kat Ion practices of boys and girls was evidenced liy
Kniall groui^s of feminists who had little contact with each other. Fre<i«ently,
the t^ganl^tlonal bas« of thm groups was related to the general conimuhlty
nitlier th^n professional educational groups. Examples of these gr6ui»s included
the Kmma WiUard Task Vorce In Minueiipolls, Minnesota; the Kaloniazoo/
Michigan Task Force on Equal Education ; the Ann Arhor» Michigan Taftk Force ;
the Xew York City Chapter of NOW; the Berkeley, California Task Force; the
Boulder, Colorado Task Force of NOW ; etc. A major task for the project was
to attempt to identify these resources and stimulate Interest among groups where
ltdldubt currently exist. ^
Three techniflues were it*<ed for this purpose— the group interview and con-
sultation with individuals and representatives of grouiw, the development of
rf^gular tneetlsgs with rei>re«entatlves of national organlwitioiis and Interested
lndlvi<luals, and lndlvld\ial telephone Interviews. F^ch of these methods was
effet^tlve in assisting with the "continuing Identification of resources and pro-
vldlng ideas and suggestions for the conference. More than 200 persons rei>-
resenting teacher associations, community groui»», i^tate deiiartmentJ? of educa*
Hon, J^atloual organlRations, higher education, feminist groups, government em-
ployees* students, and parents were invoh-ed In this process.*' '
These pre-cohfer^nce sessions were Invaluable as a means of developing a
general framework and planning the inateriala and deslgti of the conference.
Oeneral principles which evolved f roto these sessions were articulated and incor-
porated Into the activities of the project. They provide general guidelines for
any grotip wishing to develop programs 6n sex role stereotyping in schools.
I. V$€ of foclaUzaiim frdnmiork
The initial plan for ttie project had focnised narrowly on classroom activities
with the hope of selecting a speciao target for action. As the questions were
examined, tt sooh become apiiareut that this was not appropriate for elementary
ajid secondary schools. A major part of the curriculum Is not related to the
content of classroom activities, but is found in the hidden curriculum of teacher
l^ehavtor and the general environment of the school.
Ciilldren arrive at school with internattml sex role stereotytw, Atteriipts to
change these must l>e linked to the famil^r and community. It Is riot helpful to
nrgt^e where the responsibility for stereotypes originate in an effort to lal>ei
"villains." Rather. It is Imiwrtant that we nnderstand sex role Bteveoiyping as a
m^rvasive tnflence In all areas of life. Kvety individual and institution has tlie
Job of a continuing examination and Identlftcation of behaviors which peri^etuate
sex role stereotyping.
Change In schools is dlfflailt under optimal conditions. It Is extremely impor-
t^mt that e/forts are made to Involve occupants of the various groui>s involved
(n schools and develop mutually subi)ortive efforts If chaivge Is to occur. Com*
mtinlty groups, teachers, administrators, school lM>ard members, students and
parents can initiate efforts and make an effective contribution to change.
•'See Appendix A tot Ust of orga&lsatloni.
104
The fioctelhsnetoii framework was used ns n giilOe for umterlQls ^loveloimient ;
tho (leMgn of the confemicc and the Involvement of groups. It eximniUnl the
focus of tbo project actlvlttos from a narrow view of classroom activities to a
perspective of the relationship between schools and society.
t Inclusion mul involremetU of oil racial and eihnk orcur$
The adage that we are prisoners of our own e^^perlence must be taken serlouslv.
y re(i«e!Uly, we generalize from our experience and omit the perBt>octlve of Ulflfer-
ent racial, ethnic and social clasi? groups witliln the community, Sex role soclallza*
tlon varies within nnd among groups. Change strategies that might l>e apnropiiate
for one group may not appropriate for another, Efforts to initiate action should
include the perspective of all groups in the community.
A common oversight Is not to consider the full rauge of stereotyped belmvlors
and the prescription of roles. Racist and elUlst beliefs and assumptions also deny
children s rights to human potential development, Programs to vhange schools
should moiatain concerns of all groups working to change racist, sexist or elitist
stereotypes. Change efforts must be built on the common areas of agreement,
while, at the same time there is a recognition and acceptance of differences
fiwring the project an attempt was made to involve raclnl and cultural minoH-
t es, and spokespersons of various social class groups. Individuals and organlxrt-
uons with non-white perspectives were consulted and Invited to participate Jn
^ll'i"^^^^ meetings. Some participated in tlie planning andlmplementa-
tlon of the conference. Materials attempted to provide the points of view of vari-
ous groups of women. * i
Throughout the experience several problenw were identified, First, much t>t the
articulation of women a Issues has been made by white women who have been
unaware of the other sources of discrimination and the ways that children are
#^r'j?L^!!^i^^:i,!?^"'*Ji channels of national media are available
ethnic and cnltural minorities to pi^sent their point of view. Mate-
rials development activities of the project included a search for non-white oriented
materials on the socialization of women. Some materials were commissioned or
development ♦^'^^ remains a much needed priority for future
Lastly, It seemed that a number of forces were operating to assist '^divide and
conquer strategies." Many individuals and groups saw the movement toward
sexual eouality as antithetical toward efforts of racial equality. To some degree,
this condition was a part of the general atmosphere or climate, but ifmust bo
given attention for any group wbhing to reduce sex role stereotyping In schools,
3, FHVolvement atid consideration of insfUuUonat %irHtiurei
Any attempt to Introduce change Into school must Include Its Incorporation in
r^/H^^r'f^^ behavioral or Programatlc,^ Change must be woven
Into the institutional fabric and solidly incorporated Into the behavior of all
persons within the schools. This suggests that efforts should be made to *'tune
nto the programs and concerns of other Institutions If progress Is to result. It
is critical that change efforts focus on specific tangible Issues which can he
resolved.
Prlorltl^ were given to identification of organizations which make up the
educational commwnlty such as administrators organiaatlons. teacher organi«a-
tious, professional associations, community groups with interests In schools,
student gronps, etc. Contacts with these organizations focused on helping them
to Identify \vay8 that they could begin to address Issues of sex role stereotyping,
One of the learnings of the experience was the need for expansion of contacts
with other organlsiatlons. It was also noted that the success of the contact was
directly related to the specificity of the request for assistance or involvement.
Many Individuals and groups genuinely wanted to assist but were not clear how
they move toward bringing about change.
Continuing activities for the identification and utilization of the forces for
change Is currently being carried out by the Resource Center on Sex i^olos In
R<lucatIon under a grant from. Ford Foundation. Any project In this area should
plan time and resources for working with other organizations and the incorpo-
ration of action training.
105
OBjKctlve ni
IDENTIFY MATEMAL8 fOB TEACUKR AWARENESS
Mrttevlrtis on sex role stereotyping Jn etemetitary nud secoiulary schools con*
tliiues to be limlteO. Tmaitloiml wtthoUa of locating materials such as revlevv
of the literature and use of reference sources did not prove esi)eclauy wsetwu
The most frult£ul source of Identifying materials was tlie contacts with women «
gronps, other national organizations, and lufornial word of mouth conuuuulca-
^^^Materlals were collcctwl from all identlfled sources. A few articles could ho
locattHl In national Journals or newbpai)ers. The majority of materials collected
were imbllshed by feminist groups such as Feminist I'ress and KNOW or re-
nuilneit In unpubilshe<l imiwrs, studies, and monographs. An analys s of the
collected materials helped to Identify neglected areas. Once Identified, project
staff attempted to lutite a knowledgeable resource and commission the develop-
ment of nmterlaU. The most relovaul pieces of nmterlal were selected for the
conference publications. This general scarcity of material and proliferation of
Informal publications continues. Explanations for this phenomenojiv^ncjude the
local nature of the studies of sexism In schools, the freqUent omission of quality
documentation In action projects, the lacl^ of ongoing research programs, ond
the resistance of established media to publish articles on thU suWect
A IW page notetwk of reading material was prepared and mailed to conferees
l»efore the confemce. The objective of this notebook to provide wrtlclpatits
With some general sense of awareness of the problems and begin to direct their
concerns to action planning during the, conference, A second coU^^^^
to" materials prepared for use during the conference, A listing of th^e mate-
rials used in these notebooks Is given in Appendix B.^ . _ . ' .
Conference materials have be^n distributed widely since the conference. Moro
than 300 full $ets of conference materials hi^ve been supplied to ^ducat^rs, con^
ference planners, researchers, state departments of education and wh^^^ of
o<incatlon. Thoiwands of copies of brochures and the publication W
AthioHiit, a report of the Connecticut Conference, were distributed durlnifpllow;
up conferences and in response to rennests for Information. One of the most
successful methods of distribution^ of materials w^i^s throiigb proJe<?t a ass^t-
n rice and work with professional Journals. The December \ssu« tfe ?«RA
Journal Todoy't Edttc^iion ran a l^pftge feature on sex role ^t^^w^ft^JS
Schools. Not only did this r^ach the 1,300,000 NI5A members but mor0 th^n 15,000
r^prthts hat^ beeh distributed during conferences and In respohse for Infor-
^p%clpant# ettendlhl? the conference stimulated th^ dev<jiopp^j^eni <^^^
which have appeared In the toore thikh sixteen Mate and local publications. Proj-
ect staff provided assistance to person^ developing materials for uatlonal media
such as M6rl9 m»Mkd, Uarnim Afhetim Educnilon, ftml ^^WJH
Today, Knm^/AAllPBH. I^eports of 0 follow-up conferences Will also add to
the general store of Information stimulated by the pt;oJect. . - ^ ^
A xx)ntlhulDg problem In the development of materials was thoneed to speak
to the concerii^ of non-white wouien. A few materials were Identlftod or developed
to meet this. need. It remains priority for future work In this area. . > .
Materials development stimulated by the project Continues through^ other
sources. Members of feminist Pr^ dre Currently Involved In producing materials
for teachers, students, community |)erson$ and administrators. The Resource
Center on Sex Roles In KdnCatlon Is also developing materials for these groui^.
The NKA publications department Is publishing a multi-media kit of materials
for in-servlce training. It Is clear that the Impact of the project will continue
to be felt In the future.
Omectivb IV ' ^
TO iSiTlATE COOJ^KRATIVE DtSSfcMmATlON EFrORTS AMOt^O INDiviDUAl/S AND CROUPS
Dissemination activities represented an Integral function of the conference and
the materials development activities. Two additional mechanlsmis were used for
dls^:emlnatlon purposes. Regular group meetings of interested Individuals and
groups were Initiated during the planning of the conference. This group later
formalized Itself Into the Coalition for EquAl Opportunity in Education, The
liriinary function of the group Is to share Information about common concerns
nnd to provide a mechanism for continuing identification of persons with similar
Inferegk Porhapa tlio moat vahinble outcome of this acUvlty hna boen fho
Htlmulrtllou Of regular t^onlact among Indlviauala aud groups Involved In the
coaiitioni
A dlssenijniirioij vehicle was carried out In the conference follo\v-«i)
act vitles, A total of twelve conferences or urograms were directly or imUreclly
assisted by the project. Project staff j>rovlded assistance with design of con-
ferences, conference materlalSi Idehtlflcatton and provision of siieakers/ and
provision of workshop lea dergt.
Conferences held to date Include those in j Boston, Massachusetts ; Seattle,
\>asmngton; Portland, Bangor* and Presque Isle. Maluo; Fort Wayne, Indiana ;
llartford, Connecticut; kittle Rock. Arkansas; llointon, Texas; TallalirtssJe,
Florida J.Austin, Texas; and New York City."
COiSFEIkKNCC ON* SEX ROtE STEREOTYPES— EDVC^iTIO^ FOR SVRVlVAt
Why 0 conference t
The original proposal for the project Identlfled ^ national conference as the
Vehlde for achieving Its objective. Tlie rationale for this Included:
J, Pritnary leaderehip for changing sex role stereotypes was coming from
mtiUIple ^sources working largely in Isolation from others with similar in-
terests. A national conference could Identify tliese groups and provide an
oppottunlty for exchange of information. ^
2. Little published InforinatioH about theoretical concerns or Action strrtt*
egl^$ was available. The conference could provide a means for data collcc-
tlou and for evaluation of strategies* for dealing With sex roje stereotyping.
. 3. Change m sex role stereotyplugWlll mult from the coDiblned efforts of
teachers, fednilnlstrators* students, parents and comuuinlty groups. The con-
ference coiild provide a common focus for the Involvement of representatives
of each of these groups,
4. A nei^.^ary first step for change Is Increa.^Ing the general level of aware*
ness and demonstrating ways which others can deal with the prohleni. The
conference format represents not only an educational vehicle, but also could
. demonstrate ways that participants could continue similar actlvltlen.
Conference iheme "
Conference planning sessions suggested the need for the development of a com-
mon framework for viewing schools and the ways that sex role stereoty|)es are
perpetuated. The conference theme *'Educatton for Survlvar* grew out of the
conviction that the goal of education should be to pre|>are children for optimal
physical, economic, political, cultural and psychological survival. The survival
needs of children differ according to sex» race, ethnic group, and social class.
{Schools must provide an education matched to the survival needs of tUe Individ-
ual child. Equal opportunity cannot be served when tbe same education i$ pro-
vided for all children.
Five vehicles used by schools for meeting children's nc^s were Identified;
t Curriculum i the total of the formal skills and knowledge that is trans-
mitted to children :
2. Teacher Behavior i the behavior of teachers, administrators and the
general environment represent the "hidden curriculum'* of schools.
3. physical education and health education: Activities which assist In
the development of healthy bodies, an understanding of how to maintain
healthy bodies, and positive body Images.
4. Counseling: ihe sum total of activities that form ihe affective poitlon
of the curriculum.
5. £xtra-currlcular activities: the activities which represent th^ Interface
between societal expectations and the school exi)eriehce. /
A grid for analysis of the ways that these vehicles contribute to or deny preiv
aratlpn for survival was developed and used as a concept In dei!j|;jnlng the con-
feren<je. , (Figuro 1) The Conference progratn was organized under the same
general treas. (Ap|>endlx F)
« For a detuned d|ficHptlon of tbese conferences (spOMorihlpr theme, and contact persoh)
HOOa rOR ANALYSIS Or ADEQUACY QF SCHOOLS f(IEl>ARATlON FOR SURVIVAL NUOS,
. - AMdi Cunkulum
t«hiyb( •aiKilWfl Cfluwhni
CnUtc
1 : , KUv
J*.^^ ^ wuat oWrver hud wnmleredjiito the Alrllo Cot»fc?enco Center nm '
^ ^^me^^tcniYireitAtk during the jlMa ^bank^ghing w^^^endi hc> or j^ho wou^^
lut cj Uli^^^tt'^y gumiiig ,th0 purpose of the <ofi(mn<\ Mom (bjo iM pei^u?
^ - ^ ' " ^ ^ ' IHes, PartWki^^
^•^f« Aeia Ju the mft]tt .t^uUjJIpg^pf tjje punter. .^l^pjn^ . . ...wi
V* t^. I ;,.t 3 f . >^i^t>. ^ ^f^y.''^
)htv Pir^tor, Wdrntn^B Bumtj, U.S, l>^|tW <>f UW^^^TS?
ye^lp^t Prt?i3( t\\m Hpt^t, ^^t^fj^'^-^^^--- -^^^-^^'^^-
1' %ie «cb^Uled \s^0jrkshbt>3 Included j ...
-V , ' '* l^^Hcatkn Aimhthh Jntohehi^ni (Ccm McUenry and Kate Kitk]^ai^),^ ,
^ An Mamlnatlon of \vflyQ that education ae;30clat(cn» can move toward)^ i-a- ->
: A ducing I'aclal aud mual st^reotype^a in achools. ' '
.j:^ liacim and Sc^tm (Michelle R^is$eH).— An analysis of racial and «e\ual - V
.3%.* -\ • stereotypes which affect our bhav|or, ' ' ^ ■ •
' An^^y^ino Imstru^'tiomt SfatetioU (Bata S21met).^Hosv you can analyie
^'k' : ' - the stefectypea of textbooks and instructional materials. . - .^ • j
^/■v: A'ort-^ejrf** A;ar?j/ CAi/dAooi Biucation (Nora Allemany).— Waya of re< ^ \-rA
' . ducing sex fitcotyping In early childhood education* ^ ^ ^ .
' . Con^ciouincsi lici$in^ Tcchnlquen for Chan^ino ^chooU (Rogle Bender
SV-:,.: N - and Joan Bartl).—Ways of spreading the message to others. t ; ^i^.
■'.y^^J ■.• . . <■ . - _ ■ . ' - * * >
' '^^i^'fl'll'^ ^"irAtri (Florence Ho\vo>,-.pmH(^l vayg teachera caa
f^l^/?\lit^ f^l^ ^ Jucfltton content And techmques.
'^JllWii^^J * S/efe<>rypfff^ ta«l Mcture end Jobn McLure).--
' \ i.^'^J^^ofB em approach tor cbAngOi
• ^^'^ metet^iypinp (cTalr6 IWher)— Program^ jtor roeet-
10^ »Ment8 concerns and rtew.
; r.?!^!?'?'***'*' (f^^ohmcni (Naydono Paysouro).— A look afc how commu-
^Wl^'ifJ'iJj^LB^'^ ^^^^^ Mober«).-^ldeau for raLMng awarenew
or rolo swr^types,
iromon tn Education (Sii»anne Taylor) .-^Status of women within the edu-
cational profession.
Vie of item /or CmmMnUp Action (Ann Orant)-l>emonslratlon of n^uUI.
media w<;hn!<iu0s for Increasing community awareness.
. SmricncemeiupohCat^er mi&ram (Jan liirk and iwith Tanney).--
Helpjng high ftcljool glrl9 pi An their rnrc^r^
^ Jdentlfyjnoand Chanffin^ our om Scjfhl BthoUof u^ith OA«rfr<frt (betty
Uvy),--\Vay« that vre transmit «ex stereotype* (o children in tho cla«i^*
» , rootfii » . '
it HipH Schi>oi OurrtculHtfi; (Cynthia Eaton and Carol Jacoba).-A model of
tvomeft'fl studies for high ^hools. ^
A$mdUveActJon for MucoUon (AUhca Slmrton6).-.WrltIng amrnif
[ action plana for school systems and institutions, ^
' ' /'^V*.?^^ i)(*cHm/rt(i|*ort (Charlotte Hallam). -dieting
legtslatlott tliat prohlWta sex discrimination Jn schools, • ^
TrpthenV ttJitorp-^Her K^ory (Martha Oershnn).— Socal stndle^ cnnrlcti-
l«m for high school students. . '
Media prtrtnMiOHi
Fire m^a presentations were interspersed throughout the conferenco pro-
gmm, They provided Jmjportant content for the conference and a demortsf ration
of the variety of ways that awareness can be increased^ These prtsent^tlons
Jnciddedi ^
fie/ Role ^itttotm^M teMo<^k$.^k Show bjr Ignore Weltieman.
licoore Weltiman was theti in the process of completing a study of the text-
books^ that aw used by schools througbont the fiatlon/Tbe books studied
ncludejl reading^ books, science books, spelling books, and mathematics
books. This well-documented slide show graphlcially dewonstratedthe prera*
lence of sex roie stereotyping in textbooks and other insffuctlonal materials,
rree io Be tou and i/e— Non f^^xist record presented by Utty ProgreWn.
Tbe Ms. Foundation had just completed the development of a non ^exists
record entitled *'Free to Be You and Me.** tettyjold of Matlo ThomaV
leadership in development and production of the record and played portloni^
— of (he material for the audience., l
Stcrcoippinff in Ohildrcn'i R€i$dcri-^\ slide show by the Women oiT
words and linages. The. Women bn werda.and images bav^ prorided^
national leadership in their study of children's readers, This slide show
dcmonstriited some of their flndingii and technl^iuei of raising consciousne^,'
Our North American Forcmtheri-^A sjide show by Ann Grant. Ann
Clrant , spent months re^^earchlng the coijtrlbuHons of North AmeHCaHv^
, :;(fsAcher in lowa Cijfy, towa, demonstrated how teachers could conduct their
^JVrV .,v 0Wn studies of textbooks and use them as effective methods (ft in-serric^^
(By Louise R, White)
Women Voters,
ati ide$ b Its*
the effort** of
if^' ^^vTOOpl^ working togt&ther/^aklng a commttmenl and taking the concrete step*
Si ferijof t^^^ effect.'! , . - ---'- '^ . ' ■ ' . <^^^--'^j:^'mM:Mm^-
190
Of the present 1,188,400 elem^nfaty school teachwa, 001,600 ftre women. Tlila
Is A fantastic resource lor the fUtthetatvce of rcflhwi objectives especially for
Si''^''lte''? S( 'SL*' *'J4 '^f**** 8ter«otype<l behavior. However, one (lulckly
finds ihftt eight out of ten pi^nclpals are aen. At the high school level tb^ numwr
of ineu ana women teacher. U about cqunl, but 07 ptK<nt of the principal*
are male. If these flgures are valid, ihen we as women must ahare the brunt of
Krwtuailng (he difference* between the expectation and aspiratlott levels of
2f and girls, ; ; '
I The day has pa*wd when educotlou c«n atfortl to strew speciao leamin*
joles ««tordtn|t to Today's educational wstew has taken outnanv of gf ■> •
teaiures of ft technploitcal Industry. We c«n a-^uftie that the process of educftt. ; ; •
Ipg peoi^e for SttrvlMl U becoming the most Important Ingredient in onr society -
V. M we fltove toward thftSUitientitry. , ^' .
l^ttcatloQ In the past has sought to prepare the individual fo^ ttt roles for.- -
^fs-^«.*V0^lnjt \n m UuHrlal jjfld poet-|odMtrlal society. OTtSlO^ hoWfi' Vv
r>:<^ • m ^W, f^^ ^mn^ m in which the edoAtion of ihS . A')
?\ PvlAttal Isa .t««t fpcuskg 0|t iM whole chUJ l^the context o| y-;'
'i/,;"^- MOifecMiltlveand prO4«iCtlV0. , ^ .
tIC'>ifi}l!|l'lt'^"i»,»»* a^tlnirinteWctio^i, and by rHnfoA^n^lKllefa
'S'^V' Valnt, Tawft ConfentlOliH coustltule « n^gStW^T-hrdden iwrncuiwii
l?"t i>SfW<!i'^'«J** int*»isu. aii^l ,«iptt,cirn» (rf childien froJn « Wr (MfrVli^^
^iZ-^VflS Wten ifroit^, to fftOf} teacher, mm, ^iwretary end mothTrrTS WmflWr
V iMpects the glris td ho iiul#aM
by educators \vlth respect
.^L^l^ .^*'Blf**ih!S;fflt'*- npop.tmargeiheftt
l;t»#ii:^15}M *»*l^«n gl4nt step toward tduc^t ng the fchlldren of our country
P|« ■M»lVnl^Sii.5l*A tduca tfon becomes fnore liniwrtaiit than thi
f^**M'4 SffcSiP A* e4u<^atIonal atmospherA has becom> i^exlb e enough so tht:*
edudatlofiAJ chold^ without fear of belii* itlgmalli^. :
unexplored avenues
!^:»g«-.tj|Ona|d(^^ ^ :-:.^;--V-''' ;
(By Blltdbeth KoonU)
Prison "pHstnj, druj addiction, alcoholism, 8«(cl(le» rx>verty» hunger, welfare,
Job cU$sall8fncUon, uAcujployment, unaerciiu>loyin^^^ campu^i unmt, iM)Ut!ciil
docisiou^\vliat to do th€3e \vord8 brtftg to your mn
tJdtK^ptor* can do more about theite |>roblem8 than thoy reallw by examining
jome of theMools^wntradt^^ Schools profess to promote equality of oin>6r.
(unity and the^arch for truth, with leartlrtif for living as one purpoi^. This nW
t>o exfti^itned In term» of processed, structures, practices, and the assnmptlons
of educators, school boards, and ivarehts,
a ho Womeii*« Bureau was established 52 years ago at the Instigation of women
who dejrtortHt the conditions under which women and children wet^e forced to
work in factor!^, ^ho Women's Hureau and the Children's Bureau wore e&tab-
lUhed by Acta of Congress.
Today we seldom Bear of violations of the child labor Uws, but only in recent
years has concertv been c^xpreHsed about eliminating discrimination against
cMlture has aisp played a significant role by changing lifestyles f<^r youth and
adults, . ' .-'v';' ■ .
ychopls can bo a. vital change agent But If Individuals ar j to expect economic,
l>sycho ogical, cultural, political and physical survival, the schools themselves
mu$t change. The attitudes of educators, school boards, communities and tiolltl-
clans who control school fund^, must change, Curriculum, methodology, textbdoks,
l>ollcle8 and practices and focus must also change.
I ^X!^y ,«^i^^^,eniphasls on the schools? Simply because the school system I3 the
Institution through which we expect all citizens to gain knowledge of the tradl.
tlons, mores, and culture they are to perpeturtte. If that system perpetuates
biases and prejudices that limit development of one's self concept and ability, It
must be examined to ascertain tlie reasons for failure, aiKl it mu«t take corrective
action,
lvet*a look at *ome of the problems ;
Iklucatlon is expensive, and wlU grow more exi[)enslve in the future. People
want to *'get their money*s worth**. When you mention "welfare'' you get different
reactions. Much emotion accompanies expressions such as '^taxing me to support
those who won*t work and live better than V\ or speaking of minorities as "lazy,
fihtftlej^ and not wanting to accept work". What contributes to this condition is
the iwlltical process. What do schools have to do with this?
Schools prepare one to cope with the world in which he or she lives and will
survive. Notice that I said, "he or she'VThat^s first. Our language can determine
a whole chain of events decisions, pollcle«* and kinds of behavlorrThe ImpUcatlohs
become Quite evident when generic uses of *'he" become literal translations for
preferences, or for success or failure. Females make up more than half of the
ponulatlon, but we regard them as secondary In most instances, and aehools
reflect that status. ^
Schools reflect society to a grei^ter extent than they develop soclety'a attitudes.
Although We have become an Industrial country, we have not progressed much
berond the limited ideas about women asslpied by the previous agrarian Society.
We Still have 'Svomen's work'* and "men^» work'' even though mechanization
a^d automation have changed and virtually eliminated men*s heavy and rough
work. Parental care of children has been almost completely assigned to womin
•as a cany over from eariler days when vvouea were required to work at hOjie.
Men worked outside the heme to provide food, shelter and fuel. Despite the fact
that all male duties of the home have been so modemlJied that women can.now
take care of them, little has been done so that the women can share the cWld-
rearing responsibilities with men. Herein lies most of the problem^
Somehow our society has tied w6mon*a roles as chlldbearers to every other
aspect of her personness, Wc determine from this fact our rationale for the follow-
ing decisions:
^ 1. Women should not be permitted to hold Jobs traditionally performed by
men because families win break down If women work. That means v^^omen
can cook, clean, plow, run tractors, repair machinery, dH^e cars, haul cMldfen.
groceries or ftirnlture, but they must not work at the ^me Jobs for pay, of Id'
Competition with men.' < ■
: U, Womtu BliouW \vork at mh JoU aa nMniiigp carlog £pr chUdren, waiting on
V ' others, teething, or In certain UepaHmentg In f^iotorioe, In tudu^ry th«t M^ns
r.r . women aUom rtlck to the Jobs tUM have broken down 80 ftat the w could
, r^Uc^ u4d <^o)nett enm
f .;. , 3. Women shO\jW r^lve ttalnltig only £oy,th<we kinds of Jobs associated with
hoiuemalcing and Improving their attlractlvenesil, uuleas, asj dating \Vorld War
II, they dre asked to do nou-tradltlonal Jobs that jmy well and Include child
: ;\ cf^r© faclUtle*, That n^^ans Momen can 00 any klt^d oi work whfen they ar^ really
tC/i , .nettled, But when fromer* need to work at better Jobs, th^y chouW be urotected
< ajratni*t themselves and ke^t out ot comi)etltlon»
; thl$ suggests that.evw wpman need$ more protection than a man from
^ Cj^rMIn Job^ because woman's contribution is mdde when Is a good wif^ and
:V - /mother* and car^g for the family's nwis, and when she Is a nobte* servant, l:bls
W^?<^»^s,Umt a woman should get a man ai^d b^^ar i^hlWren ftnd telie care. of the
^:^v : .Uome for which 8he\wll\ be rewarded '^TJtt care for tlje re^t of her life and not
%v^/^ 5,ueeO loworryaboiU the problems of the \vorld .
E'tM^n ^^^J^^^^f?- QI^'J^ ar^e not suppo^ to have the brain j[>ower to do arltbm^tio,
M^-f ilSincentrate ofi g
k> j:i^^'^mi:t Sn^t tot
...... ^"^^\>K8 mai manv^
icleft^i physic
4 myths that cannot explain: Mtte^^^
^Wll6t*ophf , thit every person 'de^erv^s the opportijnHy < (6 ^^^i^
^^^khlspotentlalahdaMllty.^^ ^ ^ "^^^^^^^^^^^^
C^' .tWft rlscd to four out of 10. And women work eveh when they hate chlldr^ji' Iv^V^t
K;>{-tfnderth - _ ^
. ^ Only a small ' percentage of woLnen are managers, or even skilled craft^per-;, V-^n
fefl.set forth certain characteristics for males and females based on mythft,;
^liS^tfSw ^^^^^^^^ If PrbMeWOtVltttf^^ re^duir^^j'^rtd MMftpt
mlSht think (>f iX^TaMs o£ 6\ix stxlil^ty In vrbna i^tatitiinif, mAa&gemehN(
Mul ontjf a «m^wJ 8^pn«frtt oi (Wclety Ih^ of\ki to be trained, ^toplojred, ?
^-v . ' jap M ^^^VooU WW the fi?«l8 for survival of thfe cjlttef^ncf ^selce^, or ot dlf-,;
f f»^rl«in^», Ahst mm6p, alcoboilw. 4*p«»s)on an^ JoV df«.. ,
*>t'5/ m% tK^. ne^ to ask Wftt the schoola mUbt be domr |bo\rt t^tie J$tow^tti«^
!^"^v\.ip|nd their ^au$eft , , t ' . , « :V ,
5 U the school hamper oriels, evinces for sufvlT^)^ I dO)>'t.beltev^ It la li^^t^tt* V:
iir ^ tionah ^ince H bappenln?» lah^elj^ frojtt ignorance, jfn^n^Ulvlty pr una^ar^-^
'•>:-V. iVm wijy not t;>e^ln now the plan^ to do iBow^tbtflg about it aU over thljs laud.
4= ' ' ^ Filially, we m\J$t a^k wh^t th6 ac^oola i^te.d9Jnft to t^ake each Individual feel
fC' gocHl abont herself, or hlowlf, even though our living conditions aro the rt$ujt
ot diacrlmlnatioin,
Scnooia E<JOK0Mio Si/avivAt
(By MJchelie Bus5eH)
Ecduomlc survival does not coin^ about by accident* |t requires a constant
f tntggie to keep up with changesi in the le^r market. We have experienced wajor
shifts aluce AVorld AVar 2 which hi^ve resulted In jobf trat|iflcatJon and a geni^ra)
fttv>mi»atlon of the work force. Rapjd techixological ch^niw hli^ brought tvith U ?
Injper^naUs^tton, alienation and Isolation, particularly for tho^ at the Ip^et i
ehd ftf the economic ladder* This would include niost members of rAdal aftd^
ethnic minorities arid ^omen. It would al^ Include a lar^^ Segment (^t the tabor ,
5 >V force described a? lov-er class, . ^
^w..* It >Ye ^J^auune the major problem*^ of our society we cau see^thiit theyJlre bl^i^l!^
Mi
m\uw in the «ocln) 8orvlj^ swtor or Iji "imi)er puabliig/' We are rrackcil Into
JoiM that help tiiQlntnlu t(m •trtblut/ of the ecoiiomy» Hot luto exyan^llnfi! area* In
vvb)<fU there U room to grow. I'he cnarActerletlcs required for the JoU we ilo are
tUos^ cljaractcrUUci tUat atfe looked doww oft, and wl^lch Increase the tendency
to keep m in our place. But these 0te the same qimlitles that help to Burvive.
ThU U the reality that live wUh<
The whoolB track women students Into mal^iteimnce and soclallwtlou work-
as cooks, ujaldfl. nurses, secretaries, apd teachers— for which society does not my
. well.
emit we are to face np to the problems of racl^uL sextsm and class^Ism; oacli
of the groups with no po>ver wust begin by defining their own Identity, l^ie
«lack movement of the W$ took this route and u*ed It »uccesj^fully. Kven
though. Bowe hostility was generated, and competitive forces Meie un-
lea>hed| It md renult In a considerable, ga)rt In power, teachers can a vital
, Uak \ti helplnif to eliminate radst, eiltlst and sexist practices In the scljoola and
^ n socjetf, by focusing on tbe.sitrvlvaj strategies of each group presently lack-
Ing sufBclent power to control their own destiny,
C:^ ^ BtJT I Am My Body— Schoou and VnvsjCAt Suhvival
Mc«tte gwjjgwted "ie m»e, 4m ie iuW however, 1 Would seek to coriV<iiW /A-^"
> ;-v^'yOu tUftt "1 am, tliferffow I think, and feel, ond act." SclioOls, and even socletlei
,,A;;-4' ftare 8ubscrH>ed to the-fwtloh that; the rvai uerooh ,e)tUU Mrlthin & teuibie cf ■' ''i
j'<j- Wliscieii, nerves and o««lV9 Cftllfd th$ body, the pr^rv^tlou o« wfitch Wfef4M 'j'<;'XM
fj^f WfWal. My survival dei*rtd« M t^^avlor w«n«est as I reflect
r$> t:, , doittj!, feejifl* and thlftMnit doanolni 6| l|ie totality which is me.
t-Ti'"-y'%* 'hjit "I aw Sy hody'* is n^t M8li/a*?eptM by the
^i-H Mwal WlUeattoh, nor'irf Pleft pf-physlcM feducatoir •
fe'/' Vbyslciii swvival, Kdjii^iitjon.^hlch has b5)i¥«« to mm
W^i ^yhok le^ Is eiftected, The fejn^ e,hns <»nife to Iul9 1 t&e
Ms bl«n «tt for heh '
6 toftsculinev tbe mt^»?lt.ne l^jiye Ig consider^ sy^^^yja9u| jilt
mML,
SftHrfaC' „
^ AMressJve, totopetitlve, task oriented, asaetttve, }Vv#ttT*;ttl«MttMOT«^' mm
^S^I#>i.J^^ '"^^ *o d^^rlbe the Whftvlors a^Wated Wb w4«iJiliie rote ftil- .
Wits In whieh the average male besis the average fettafe. dendetTdentlflid traf^^ {^Mm
pi'':'-'^:a»-i{;^74-^i4 ■ ' -■: : : . ^' ■ : y^:^
.reflect relative In «trc:^glh and endurance, an Rbundance of which has
al\WH been nmme<l valuable, ' ^
^ \e*y little research Is available about female Mrength and endurance. S!vk
dehce t$ nC<?tmnilailng» howevev, to show that the stretifth differential b greater
; within t^ch flex than l»etweeti m<«, A number of woiuen ate stronjfer than t^'
1 great mnny men, and many men are \m enduring than some womeh. Ttie drtv
\my be fljMirpflchlng when a woman, can antire to values treasured for nil
healthy peowe Without being coni^td^red unfemlnlne.
Many tissumpilons about the relative 6treng;t)i and endurance of men and
vvomeu are l>a8e<l Upon Adidt mean scores, and may i\(^t apply tp teftl boys ahd
girls. The 100 best athH^ froni a school of 800 boy« and 800 ^ris would ooi^
tatn rt high nercentiige of females. Thus, the restrlctlong placed upon women in
developing their fullest i)Otentlal do not have ft sound physlologfeal ratl^^nale;
livitead, they refloct a moral vendetta and atefeoiyped seJc roles. The Olympics
contalne<t women who are not ashamed to be strong^. The Bhert)A bearef who
accompanied Kdittmd Hillary when he cUmbed Mt. Everest was a OO-nouud/ 18^
year-old female who carried equipment w'eJghlng close to i50 pounds. ^
To Injure the Id^a that women must never get '"out of hand", a detemlned
effort hns reluforced the we«k and fragile concept of femininity. One ridicules
the Amaxon to teach what hapj)enfi to girls who muscles bulge, and whoee be-
havioral Httenis cater to aggre^loft and drlv^. To bulge from eJcceea mammary
tissue Is one thing, but to bulge from muscular tissue Is another. As females re-
lnten>ret thoi r roleft, they find out that strength and endurance are not unfehilnlne
and that bulges can bo controlled. Women who affirm their Ixnlles are beginnhig
to feel comfortable with assertive roles and with personality characteristics of
strength.
Because the Internallaed feelings regarding strength and endurance are so
basic to our interpretatloiis of the stereotyped sex role, it would appear that
departments of physlc^il e<lucatlon might act as change agents wUhin the school^;
Howeveri blatant sexual discrimination ha^ been most rampant In departi«ehts
Cif physical Cilucatlon. U Is the onlyiex^dentlfted body of knowledge In tho school
curriculum (you do not have boys' ftiath and glrlsV math/ boys* fingllsh and girls'
Kngllsh), f'hysical education faclllttes, equlpn^^nt and i>er$onnel for girls have
been rega^irded as less lm|)0rtantjhan those for the male.
Women who have allied themselves with physical activity h^ve often had to
risk their feminine Image, and in a world where even bicycles liave a sex, tiiat is
frightening. As some Insecure males felt that sports--rthe last bastl<^n of ma^u-
llnlty— was being stonned, they felt and acted as if they were being emasculated.
Therefore, women, ever mindful of their resimslbllltles to booster the male,
turued to the one activity pattern 0|>en— dance. They ^'took over'^ and stressed
the physical traits of flexibility^ aglUt}^ and coordination which reinforced the
womanly nttribtites of grace, poise /»nd be<Juty. Men began to find danco dis-
tasteful and felt feminized when forced into such a movement l>attern, Th^'
^I>ersonamy of the male dancer is still the object of social derislon,^^^^-->
Xowhere has the concept of the strong woman been more dramatically repre-
sented than In the Olympiad. Women hav^ been forbidden to compete against ^
men In all activities excet)t e^iultatlon andi in that activity the woman rider ts
allowed to challenge the. male rider. However, even as the activities of wc>men^
Olympic coutc$itanta were held In check by a social dictum which reinforced
(dca that women were weflj and non-enduring, the female atble^efl hw>ugUt U>ih ^
strength and endurance to the Activities. The male Olympic coaches line h\6 '
fences not believing when women athletes shatter records previously thought'
tinattalnableby pen or women. , * ' "
: As young people insist **hH i am my body", more emphasis ii p\md Upon'.,
jl^lf-actuallswtion and the avitpnoii^iy sponsored by physical survival. The boys
fthd girl? in today*s school ftre ht^i nearly as »^up \lghv^ about se:?ually designated
ft^ttvity roles as were \Mt paiynts^and gtandparents. Many, girls do not feel
trnfemlnlae qs they run, jump, cHiJ^b, tbh>w, and eii^Ufe. More biys are turuing
Jo dan^e, synchronlted swimming and flgiire skating. Both piirtlclpafe In
gymnastics, volleyball, soft ball, climbing, surflng and a myriad of motement
patterns which reflect as^tinb ased approach to the art and s6ienc« of human
fii^veAi03itThe/'modbod*Ms asexual/ ^ ..;v-
r Physical suj^vivai Is the bedrock of self-actuaUzatlon. Physical educa tors' ichi:
. ^-^-^ r dlygctly.^iid honestly^D approach whjch MfU
U entiances^ society. As alternate; life?;
feel comfortable in )^eHev|n$ ala my body'?^^
205
without fe^Uug that wo linvo nhnmloticd the stercotnK'S of Intertectualtf^ii],
echolasttctsm attd other gender-oHcuted ^'tsma'^ tt^e oi>t>oHunitle8 for economic,
psvchosoclal/cultural and Nltlcal survival Will be manifested in social self-
determination. I am my hod)%«ferM^^ (f<>^cjfe/ai#.i/^i^»
dCROOLS AND CuttUHAL-PSYOHOtOOICAL SVHVIVAL
(By C<jcllla Suarea)
Fir$t of all I, would like to give my deflnltlon of cultural survival as it
relHten to the Chlcaoa. 1 think that the Ciilcano and the Chlcnna feel that
cuUurtU survival means keeping their Unguage and their culture*, therefore
that l« toy definition of jLuUural Burvlvalt AVe are pghtlng to keen alive our
language and culture which w? (fel are being obliterated, ^^'nile there are many
«exual i4tcreotype« concerning the Chica^ia, I want to focus on the description
of her child rearing practices.
Many i>eople talk about Chlcanos and Chicanes in terms of tho Chicano prob.
lem and the bUlngu$l problem, We don't feel that the problem is a Chicano
problem, nor do We fe^V that we b^ve bilingtsal proWemn. The problem is the Way
society views uft-H&teteokypically*
A stereotype is a generalisation made about a group or members of a groiip
based on emotions or faulty, judgment, Stereotypes have stifled and restricted
people and groups and bave.h^ndered th6 full social development of women by
labeUng ibem ft^i passive. ^Phe Cblcana, that is, .the Mexican American woman,
however carries a^ double burden. She ia discriminated against as a woman
and as a member of ^n,efbnlo, group with damaging effects to herself and to
her family. I want to review tvltb you some of the childhood ptacttces that
have been traditionally ascribed to the Chicano and h6w they have affected her
cultural and psychological survival. ' - .
Child rearing is th^ interaction between parents and their children within
the home- their eipre^ions, attitudes, values, beliefs, and interests. One kind
stereotype that 6ccurs In a sltidy of cblldbeArlng practices is the lumping together
of all low income families, Programs, develops in Californiix are based on
research done On South Carolina. poor, and prompis for the Ohlcana have
been based on definition^ of so-called dlsadrantaged families of any ethnic
group of from atiyge<Mfr|kphic.area. ' i
For example, Xra Ooridon described tha disadvantaged honie as disorganized,
having no levels of expectation, \an4 disciplining by ^ verbal or physical force/
N0| I'm not going to comment pn all these descriptions except to say that many
of the Chicano programs stress t)u0 fact, that they^re very well organised. They
empbf,siie this point precisely, because so f^ften the ChlcanO.home ind the
Chicane have been labelled disojrgat^lEedrln trying to be very organized and^
very clean so that the cbi}d will feehj^ure, they produce a highly sterile
cuvliynment,'|Tij8 is actuWtery Offensive to the Chlcana, ' ' ,
for example, come from ^ family 6? eleven cMWteri. If my mother had Mot
been organized, she would not hafe been $ble to get the dinner on the table
everyday. ^ . . ^ ^ o .
Deutsch and Hunt who did a lot of research lu the Ws came up with the
theory of the disadvantaged child. That is, if the low income family's environ-
ment was so suDposcdJy disadvantaged and deaoleat, It had to be enriched so the
child could catch up with the whites in tbe da^s. ^hey degkiribed the middle class
life ^8 one which provides opportunities for the normal growth of the child,
Thereforo, according to the theoryi n)inorities do not grow normally and slum
conditions are detrimental to the physical and mental growth of the chlldren-^a
very dismal picture of the low income family* Deutsch and Hunt also stressed
the minimum of learning opportunities in the ghetto and barrio; and eald that the
ghetto parents are unable to help their children prepare for or continue In school.
'This theory implied that the ghetto child couid do well in school only by becom-
ing middle clasa and white. Of course, for the Chicano this also meant he had to
be Kugltsh speakings
Cella f IeUer> in Iter h<><>k, MeJ^tiHin-Afneric^n YcuihrFor^fOtten at the Cro»s^
raads, describes various attributes of the Chicano family that she maintains con-
tribute to tiie delinquency of the Chicano child, She crlticlJies Chlcana upbringing
practices for cnaphaslzlng values that block the child's advancement Into Anglo
iiflf
pi
m
- iiftlSi Independent b«1>»Wo», Wpectaliy islttce the tiMUnt H euiv ' .
'ESSSi** ^ very clow to her chHdwti, and thlp U consldet^d even worse. Atld. k . •
■ S^Ji"1;«!'* "A^*^*?,** *^ tfltftlUtlc, our |o«Iii being altvaji in the {>tkm X f
Wini*m Mairtn. «n
anthrotwSpjrfit irho did a aiv^iy The Afe>/«f«-%
Hea and the demand tliat orte |»W
; Mlefl.ln tli« traditional w«jrWj»^ ■ V'
ftfTecUon, but that ttie m^thfef 1^'
MIS':
Mr t««i di^Hptiott Of th« Ch(«C»il wmea from 4 tiursery school mMp\ In l- '^^"
Oreeley,^ Cotorado. Th^ »r<*ra« Watf l^^ed on a <le8c?lptloh of tU Chl^M M a
deptited child vh6 iivel in an envftonwehtally deprived home, fn a Jarge famUi-*^"
and who» father doe0 not earn an adeotiat^ Hvln/The mother w ho h««> &6\it ' -
and work, c^Knea home ilred and la un«b!$ to <X)W w th *r help the children the
her; It m€A>i8 that b^iius^ of tWdlff^jr^^^ ?he m l5?n M^reot/^ .
as inf^ilor rath^f than cuUuralljr dttfeir^nti Wh^t does It wean to bo ialteled
infeHoif t People Jeam who (bet aire aad what thoj^ are fro^ the ways tbey hftto
been treated by thoa* around fh^jn, Pwpl^ dmiOP feelWjTd tbat t>ey 4^0 Hk^,
healtby wlf U U necessarr to proTldo e-mrience whereby JndlvlduaU are tP^.
cepted. What doo^ It dp to Che Cbjc^i^a who la fold *4 Is not a gm mmn^hX^
^ ^Sf?! psychological iniP)i<^?«<?n5Aot^niy for tb^ Chlc^na, but ajsl^^fpr,
her chlidif^A ospeclaUy her aau^bt^f^, W6 ChWana will bare to Mm i\m :
stereotypy lor her Mychoi(%l<^al m <?nlt\|ral survival Her child reatlng tt^^
tlcea must not bo looked XL\^ti as ao^etbiuif thit fehoold t& stamwd out l^caifte ^
tb^ aro different* ' - ^ ^ ^ ' , . .
r'-Offf- s^utK ««id jp&cia wif 7)ijr^ticftUo^at ^syst^mr^^t
, y^rions Awerfcan cnltures, Culturat • ' •
; ^opbl^al b<isl9 of education, .
plai>?»H?ih Is A necessary p«>t?i Mjftfcilvi
(Florence Hp^^y^- ^ ' -
.... , .
207
mm
'^S " ^"^^^ tftik nbouk tnlnorltjr group woto6n we mi^at be clear ^bout lacludln<f ~ ^
;c ^ t Working class women as well ftl the poor. If we h^ve h^juti to reA<!h Black womfett, , I
or\?QmenafeJoliUMU^the)raTeb/aMUrgeprofe8^!oQal«.lf tlie/ft^ n
7 5 wp for tbeJr fifstera wh^ are not ph)feaalottalB» that U great but I don*t alw^tja / ;
heartb^t. ^ ' ?
; , l/plee^ We are clear about racUto, we cao*t deal with 8exl$m, I have takeu a
i I loh| tl«A In <NJtol«g around to that poMUo^^i bwt 1 have come to it Jn part through
b^.tl^PcHence of teaching 6t Old We^tbi^i^ i^h^t^ aoti^e of the expei'Unce ii
- $4ough to tutu a liberal futo a racist. Some ' ^ . . .
ISid UttpUafeant* ! am happy to ai
ay ]
1 >:Aaj^*t aj|ber|il tu t^j ?? f dou*t
Of the exp^rlehcie (a that dJQcuU
, . _ f oiog tO Avind up ft tdclat. But 1 11
y, dia<«it for white people tyho hAv6 b^ft quite u
iiou« of their r<ic(«hi. to b^ facW i
IT to w jre^, aud aoi^ie jBtudefita haifl^fif t^iihy aieirtt
fou1r ^oungstew aged It to 5{2 w J^o af^ ^gluftltiif to r^ut Mflg ealled the ^'/otff
A ^ K^>Ple'* lu the cla|s, but they reaU? aH febtfejvhat dUfe*eft| tm tH i^st
^ ' L'P*^^ <^<* we dew wjtb the Issues of racism, 8ex^^^m| and clasiismj we m^nW*
^ ' V. ^ How do we deM wjth the Nsues of racism, gen^mi and clas^ism^ we i^^nage
- .ft by becoming Wt more aophlitlcat^JaU the time, and ft bit mpth knowledge-
s a^e ^boiit the issiu^ Also, t\^e tieed tO'gO beyond understanding to analysis, Un-
-fr ^ fll y<^tf ba ve a history, you hare no future^ Until we understahd tehero aextsm and
^ ; . ra^hhi, our problema and lUneMea come from, m win not know how to soire ^
them. It's knuch more thaij knowing they exist* It^s knowing where th^y c^me v ^ '
J* ' from afirt of what use they are to this nation. ^ . ^ A
; We "can't aboHnU seJilj^m ly w^jtng \v0 m to Abolish U, ju&t we.cfltt't :
ftboll^h Nco i>tt*J«illc© t»)? flat, we Ijav^ to work toward their eumlufttton o^f^rys
flnftle itiy, eap^laliy in tbe cl^^saroou). ]h whatever ay^t^m w© work, bo\y^Wip:r
jfOlnWeX nOrreWo^w, ther$ is always at) entering. wedges pla<^ that Is sti*^ >
mitlble to change Somotlmea the chftd^ Isti't enough to suit us, but If wo ar^ ■
lutt^rested In change at all, we have to keon {tyin^ to find entering wedges.
J think the $lwe mo$t Important eUtenng wed^re toward combatting raclsite
and sexism la teacher education. More thurt J.OOO wpwen's studies course^ are
being tat^gh( in college$ and universities alloveir the countryrOnir^bout six of
these are in schools of educatlon.^Vby Is It that flchooU of eduoatlon are.so Inr .
tranalgent? What about school systems T IIow difficult Is It to change schools
systems. We all know about that* I haven't glt^n up on school$i of e<lucatldit
but I feel that we must reach teachers quite hwisiilvely at otherlevels, too, through v.
ln«ervlce courses!, teachera* organttatlons, and the wonjeu'd movement.
, WOWRN'P 8TVWE$
^ HoiV do we reach women teachera and what do we, do once we get to them?
One route i$ the women*s Bundles route. We hwervlce .courses conducted In Kew
York City e^hool^i by the Fiemlnlst Pr^ are very token^ efforts: M^u)^ school
sygtems haVe paid staff to run ln>ervlc^ cour^^es for their teachers. In s^nie Mat^*>
such as New^.lfork .and Pennsylvania gitldelinea fpr women's studies programs
have ji?een adopted by tbe boards of regent^ or the st6te Commissioner's office.
This another enteitnif wetlge. Ouldellpes «re powerful Instruments. t)Ut they need
to be handled by people who care. The entering wedge In Kew.VorJc State Is^ a
guideline that fiys ending sexual sterifot>pe$ In the elementary, and (letondary
schools Is the aim of the Bo^rd of Aegents. This means th^t teachers can de-
mand inservlc* ti^alnlni; of the >ort that' they need In order to educate their
studentR. .
No W| what do we dO In courses tvlth tei|9hers?i;ome people are worried ihat
women's studies coti^se^j wIH filmpiy allow the rest of the curriculum, to go on
as Is, WTien the budget Is cut, women's studies course dlsapp^r^ , .
One f/pe,of women's studies W ca)le^ ^'Imag^s of Wpmen In LIterature/V what
I would call comperisati^ry education* JVi Uke the courses in Black literature,
some of which have gotten loppe^ off. . , ^ i '
some. Black ltterature.<»ur6e« have a lonely existence among 40 other Illy
white cour^ In the department That Is not progress, A course In Black litera-
ture one year should l^ad to some consciousness raising among 'students, etid
faculty so jhat next year every literature <K^ur^ contains some BjiacWHterntnre,
If that doesn*t begfn to happen, then the Black literature teachers are not doing
their JoK (^r.are prevented from, doing It bjecause of political factors, I would say
thesamethln^ to women,
The second type of women's studies course, the anthropological tyf^e, Is what
Wvld'^fllrinservlce pyogTams; If you' ^WOf udj It^iTin^thfopoiOify, 700'm\Td
look at foreign cultures and societies frop) aU possible angl^-recon<>mtc, psy^ ;
chologtcai, lntellect\tal. etc, Whichjs precijgiely what sotj^e women's felu^les cpur^'C^
are doing wlfh regard to women. They Ipok at wowen and men, deal with sex
>ole sodaliratlon and stereotyping^ and teach about how we grow lip female 0/
male in this co^mtry. ' _ ' , - /< ^ : / ^
MATtBtAts jeaopvcrio?^ , .... ' ; .
The other way to reach women teacheraf Is through the production of mateHalJF&S
It M possible to produce a set 6t materials. Send them to the school teachefi^
m\ say^ **Thl8 is what you teach tJbJs^^^K^ Insteaid of what you ti^UKht last year*^ii
This la not useful, although I think that We Will go this route In five year^. .
The production of m^iterlals atone will not. chen^ife school systems unless the
women's movement Is greatly strentthened and the consciousness of teachers is so
altered that th^y can and want to iv^e the materials. To ?pme extent the Feminist
Pi'ess was founded on the premise that some teachers are ready for and want
new materials.
V '^ ' ' A WO^KINO ilODEL ' t/'
i The best model Is to work with teachers In small groups and give them both
new information and new materials, artd work io raise their consciousness' lev0t$
about sex and race. We need tO inform teachers that the r?al goal U to h^lp thW
choose materials and then design their own classes. A year Is essential tOt do thlfe
vDtsringf the second part of the year, teachers shoutd work In groups with one
209
.... .M
||X\'i)rfr«^ th?t'woirkSiop mem^ af t^r having tried out their tfur-
.ivd . One would Imagine that women tt^acbera could meet as a group for an extra
i^'^^:. hour after schwl. but thU h«ft timt liftpp^ned sluice it'g not buiU jnto the ?oiv
" " ' * ff meotingf^ lu mo^^ejeto^
IIIJ:;/^^^^^^^^ 6ec<>nd CEA <;^nferenoe focused on the toojs for ^n^bating .W'^^^*^:
m
»OCK> AH)
Tj(a«#Ooi? ' : Contact s.^erthWe ftarnstptfe, ^,o: B^.x
■^^ /^ - ' ^l^.E^^^*.*^^ aow ittyolred In the cootlftulug work o
:y^^?:^^r i' Sf'^^^^^l^S.^"^ ^ prei^ar^; Contact: Jan^ 1
2U
A TAdety of sug|ettttou9 wero Dta^e on way^ the conference cotiia have |>een
JUiproveat •
' More lnformA\ dlic^ftilona^
HoUUtate grou];) meetlDM and einph«ftlKc^ action bt^ck hom^
Kepeat TvorkehoM and dutjrlbute workahop handonta to total group,
ProTide more in deptb invotretnent in few areas and add problem aolvbg
exerclges.
Have fewer allde ahovya wltib more poHshed and condensed content.
Ilold meetings In Wasblnaton, D.O. and bave telephonee itx rooms.
^ Stick to elemehtarr secondary problema in sexism/racUm and supply more
fojiow-vplnforiuatloti.
Better transportation.
Re«ponwa concerning waya the conference Influenced perception ranged from
expanded terwnal awareneaa to reailtatlon ot the dlfflcuWea Involved fn chang-
ing attitudes. More than 50 percent reported Increased awareneas and relu*
forcemeut of peroeptlona at the coftcldalon of the conference.
The confe)fen(J<> atlmulated e^panalo^ .of partlclpanta* foUow-up acUvUle* in
nnmeroua waya. Typical foUow-up actlvltiea' Included Mncreaaed ct^oesovera
to other organlaaUona toapread the «Maage on Bexlam/faclam through apeaklng.
writing, reaearch and exchange of reaourc^j clarlflcaUon of goaia and pHorlties
and date opment of concrete metbodg tot change; shared conference experiences
\vlt»^ colleaguea In achONola Including teachers; students, administrators ami
school boards. To gome parttdpanta th^^ major.expanslon offered by the con-
ference was discussion of possible legal action to enforce equal rights, partic-
ularly Under Utie IX of the education amendments of im; % .
There Is evidence that the conference materials were reproduced independently
and dlstribwed widely^ iD schools and bfeyond. to newspapers* periodicals, to
speakers, writers and resear^ers. More tba? 800, copies were dlstrll^uted to non^
conference participants from NBA, . ^ > r.-oy
Since ihe^tonference^ parHolpanta have reported expeHences that either en*
courage, or discourage acilyitles. Apiorig the encouraging Itejfts were these j good
attendance at state conferences on the subjpctj programs at other professional
conventions (At»OA> AP^, ASCD, AAUPBh) ; Increased fiow <>f Information
wituin statca on^aex ateX^typIng and sex discrimination Including more open
discussion of topic am^&g educators! individual nuri^ults of,(i) t>h«D; program
on sex rolea and W development 6f guldelinea for eaual opportuhlty tn athletics,
Dlscouiyglng experiences Included tU faHure td pairf the Equal Rights Aine^nd^
ment (fittA) fn two states? <2) state leglslatdh who doUd the tsmie wUh such
things atf women pickets or »*bra burning" ; (^1) state human relations departments
that Ignore sexism and focus only on racism; (4) resistance to change by "pro^
tMors of the system'T (5) hostile, rea^tloft of s<?hool b6afdi (0) feeling awoug
teachers that, the problem is to6 big to cope Mth, and (T) women who shy aWay
fromadmlnlstratlonahdpOsttlons of authority in educalt<^. :
Services that tjie Eesource Center on Sest Rolea in Education could provide, as
seen by participants, were (1) a newsletter to share data and experiences, (2)
speclQc materials for workshops, (3) guidelines for assessment of se^^ismr (4)
research In se^ discrimination and in sex ditterencesi (6) teaching materials such
a^ mlnl coursos for high schools, (6) bibliographies of non-sexl$t textbook* and
other resources, (T) fllms and slide shows for distribution, (8) lists of speakers
and leaders on geogiitnhlc basis for meetings, workshops, and conferences, and
(0) current data on legislation and court cas^s/
Many i>artlclpa>Jt8 expressed Interest in contributing data and article* for
publication and distribution by the Resource Center, Some also offered to serve as
consultants.
Suggestions for action as "next steps'' reflected slmHarity In major priorities.
Howeveri differences as to li^ms needing immediate attention show relationship
to local or state situations, Several respondents mentioned the need for legal action
and enforcement of antidlscrimtnatlon laws. Another ^^next step" was publicity
to Infloence educators and the general public. Reforms In curriculum, textbooksi
counseling, t^vicher education, and school administration were considered Im-
portant* Somo emphaftis was given to development of a data bank of r<»settrch on
Issues related to sex discrimination.
su<h 88 currlcolum. reforw can iuo\ W higher prloHt/ ^ - ;
Qi the final eomteentij Ks?or4e<l oa tW are of ttpeclnl
inter^t i
. *"yeavher» are the kejr— '*
*'A ilrl should be educated to appb^late herself."
♦^CWtdr^ri Bhould b^ eticouriiife4 io Wrtte about their own sex role«.**
APi'?i?(MX A
t American Association 6t UnU^orally ProfeftBors, Committee on the 8tatu« of
Women in the Profeaalou,
2» American Aft«)Clatlon of University Women,
8. American Chtmlcal Society, Women'a Bervlce Committee*
4. American Federation of TeacheN, Status of Women'« Commleeion.
5. American Friends Service Committee,
C. American HUtoHcal Aiwoclatlon, Committee on the Status of Women*
7. American Library Aasoelatlon, Status of Women,
a American Personnel and Guidance As&odatlon,
0. American Political J^lence A»soclatloHi Committee on the Status 6f Women
in the Profe>*Jonf Women's Oaueus for Political Science,
la American Psychological Association.
11. American 8oee<*h and Hearing Association^ Subcommittee on the Status of
Women. * ^ ^
12. American Sociological Association, Committee on the Status of Women.
13. Association of American Colleges.
14. AsfiOclflHon of Women Mathematicians.
in. Black Women's Commtjinlty Development Foundation.
16, Business and Profe«jlonal Women.
17, Center foi^ a Voluntary Society*
18, Church Women United. - ^ ^„ ^ .
10, CJtlrens Advisory Committee on the Status of Women, X)epartment of
^'^slol^'coordinatlng Committee 6n Women In the Historical Profession.
21. nay care and Child Development Council.
22. Delta Kappa Oamma<
23* l>eUa Sigma Hieta.
24. Detroit industrial Mission.
2,^. l).C. Status of Women's Comuilsslon. .
2fl, Kmma Wlllard Task Force.
27» F(^deral Women's Program.
2a Feminist Press,
29, Olrl Scoiits of America.
SO, Olrl Scouts, Metropolitan Council.
31. new.
'82. league of Women Voters.
SS. Montgomery County Commission for Women.
84, NAACP.
35* National Association of Media Women. ^
Na>lonal Association of Negro Business and Professional Women.
87, National Assocl^^M^n of Women Deans ai>d Counselors.
38, National Council / Administrative Women in Education.
30. National Counc*! Negro Women,
40. National W*eUare Bights Organhatlon.
41* NOW— National and D.C.
• 42. (iflke c? fklucatlon.
43, Phi IMii Kapixi.
44, U.S. Commisi^lwi on avil Rights.
45, Women on Words and Images.
46, Women's Action Program,
4t >V'omen'5 EuuUy Action League.
4^ Women's Media Workshop.
40. VWCA. . .
213
PABT1CIPAXT8 JilST
HrtMt KAtlO.VAL tONrtR^^XlR OK 8KX ROtE BTERKOlYPfcS, NOVEMBER 2i~a0, IDTSi
AIHUE HOrSE, WAHKKNTOX, VA.
Ablcht, Monlkn, tn$»tnictor, University of CInclnrnH, 2(« N. Wintersfreet,
VolloW Spring!*. Ohio,
AWum, O«rol, 7 Amherst ttoad, Atnlier^t, Maks,
Aleumiiyi Norah, uK^soclate teaclier-tralner, Monteasorl Instthite of L.A., 200
fc\ Ore^U Street, Clar<^mont, Catlf.
Almada, DrtvW, NKA CWcftno Cttucus, 8W W. Kl Kviietto Drive, Monterey
Park, Calif.
Alroy, I»hyUI», consnUant, Woimii on WorOs and Images, 80 Valloy Rood,
Princeton, N.J .
Arnold, Dean (Ms.), Florida KduwUlon Agsoclatlon, 105 Shelby Drive, I^ke
CHy.Fla.
Austin, C. Danford, profef^slona! develonmnet conjiuUartr, Michigan l!:<Uicatlon
A»^<<K'latloni Olilco of Human Kelatloiis, 1216 Kendale boulevard, Kast I*anBing,
Mich, \
BarnniBi Virginia, Harvard Graduate School of Education, 50 Stanton Hoad,
brooldlne, Ma9a
narneic, Bart, re.oorter, Washington Tost, 1160 15th Street NW* Washington,
Bartl, J(^n, WoiMen on Word^ and Images 80 Valley Road, Princeton; N.J,
Bonder, Rogle, (^^h8uUant, Women on Words and Images, dO Valley Hoad,
Prlm-eton, N.J,
Birk, Janice Mr, counMhkg/iisychologlst; tJlitrerglty of Maryland ConnstUng
Center, College Park, Md.
Blakey., Haiel, NK A Staff. 1201 Sixteenth Street KW., Washington, D.O.
Blaufarb. Marjorle, SJdltor and writer. AAPHKa/XRA, 1201 Sixteenth Street
NW., Washington. D.C.
Brown, Pryde, consultant. Women on Words and Image^i, dO Valley Road,
Princeton, N.J. : . - .^^^ . • : ~
Buscb, Oioria, Jr., Chalri>er«on. Human Relations Cowml^lon. Connecticut t^-
mixtion AH^Iatlot), 21 Oak Street, Hartford, Conn.
Campbell. Deborah, NKA Stair, 1201 Sixteenth Street NW., Washington, D.O.
Cai)elle. Kitzabelh, Feminists on Children's Media. 812 West 103 Street, New
Clark, Nancy R., vice president, Slalne Teachers Assoclatloh, RPD No. 2,
I^mbert Road. Freeport, Maine.
Cohen, BeHe T.» EduciEitlort Specialist, Bureau of Education for Hatidlcapped,
C.S. Otnce of.Kducatlon, Washington. D.C. *
Coleman^ Krne^tlne, teachers, Montgomery County Public Schools, 3028 Bel I»re
Road, Silver Spring, Md.
CoUver, Tiaura, Peoria Organisation of Women for Equal Rights, 824 W»
Stratford Drive, PeoriSi III.
Cooley, Lynda M., Kducatlon writer, Dally Press Inc.. Hampton. Va.
Cox, Am, Manager, National Kduc-atlon Association, 1201 Sixteenth Street
NW., Washington, D.O.
Craft, Silas E., School Administrator, Montgomery County Public Schools,
12007 Monilngside I^ne, Silver Spring, Md.
Cunnlff, Ellen, field con^jultantr New Jersey Department of Education, 38 Maple
Avenue, Belleville, N.J.
Ihinlels, John, director. Building Blocks School. 58 Grant Street, New York,
N.Y.
Dansby, Rose, teacher, Albuquerque Public Schools, 2211 Cleoi>atra Place NK.,
Albuquerque, N. Mex.
I>eT,uca«Marla, filmmaker, rnlver.^lty of Iowa, losva City, fowa.
Dorr, Robin, writer, U.S. Department of I^lK)r, 14th & Constitution Avenue,
Washington, D.C.
Dotch, Martha, NRA Staff, 1201 Sl.vteenth Street NW., Washington, D.O.
Dunkle, Margaret, research assot*hite. Association of American Colleges, 1818
R Street NW., Washington, D.C.
Dunson, Lynn, reporter, Washington Star, 225 Virginia Avenue SE., Washing-
ton, D.C.
ii''!*^ ^L"57' 89'^^?^ Unlve wtty, 44 Pertlna Hall, Cambrldie, Ma«a
I'S&nlu ^' ConMUnt, Women on AVorUs and lmagw/sfrcie"ffl
TiSTo'lSLSS^^^ ?a"S.a%Sfr''''" Chairman. N-orinahdy High School,
^'\vI?Wa»blnS,UO^"'''*^^^^^^ ^^^^ Teachers nights Division, I20i lOlh St
* S'^'t J^fcA" Teacher Rights, 1201 ICth St. X\V., Washlngtoa, D C. ■
10fejfeifrDl?re?A"^nffia^^^^ sex Discriminate inVuil Ahoo,.
tt*''/if<^»"?l'"?."^' ^V^.^'^'^sPA " Amherst Rd.r
W»Wo ■ V^ow^'^n'^^tlofl Workerir of America, 4338 fllvoHload N\V..
838?aiS?a.^Si^(;sr *
Onrner, Omy, mi Landover Street, Alexandria. Va.
W?^?n.2%0ldaa.*i.a ^'"^^y'"' ^'"^^
K5d,^B"r£iey*fcff Laboratory for Ed. &U. & D.. iMwi Shasm
Qordon. Lola K 1415 king Street, Pine Bluff, Ark.
Grace, Nejwn, youth ndWs^r, NAAC'P, 2860 Kulton Street. Toledo, Ohio,
pjjwmba. Dr. Jean D.. university of Maryland, College of EdSon, College
A\?5ie?SeC«eic.S« Education Association, 24 Onrrlson
49?h Stw4,"lBS)oSyit*NX Organliatlon for Women,, OIT
to^Dfc.^"** ^' *^"°'-^T''*'' ^S^ >I«'y'nn<l Avenue SW„ Wnshljig-
State, president, AAUW, 8000 Ornnd Avenue, Des MolneP/ Iowa,
mo^Sli. ' »undalk Community College, 6003 Mornlngton Road, Balti:'
WMhSSL^W"*^' Rights Division, 1201 Sixteenth Street NW.,
wlshlSton *D!b!^'^^ Rights Division, 1201 Sixteenth Street NW.,
iJ*7u^'^*"K^L^""'>" °* Affairs, Route 1, Box 2, Santa Fe, ^f. Met.
StSt^^WaSln'^tllnfDC ^ ^ Education! WMth
StS?Nwi Washln^ou^D?*"^ National Education Association, 1201 Sixteenth
S)!?! Earllne E.^ Route 2, Box 64, Dlsputanta, Va.
Wl^^f' person. Education Committee, National Organiza-
tion of Women, 8747 Huntington Street NW., Washington, D.O.
Worth*Tex Chairman Education TV, \0W, 3800 Trattwood Lane, Port
vllU° Md' Saturday Review, 13416 Justice Road. Rock-
lanfelie^'s;?': ^SrSS^"^ ""^"^
en"^*A,K'"§\dW^^ ^'^"^ '^^ ^0™-
A^Un^. ^ ABslstont, National Council of Jewish Wom-
en, im Connecticut Arenue iVW., Washington. D.C. -^^^ » nom
o m^fjy^l,?^^^ Specialist, Virginia Education Association, m
S. Third Street, Richmond. Va* :
Wa8WngU?n%"c^- ^ ^^^^^^ Division, 1201 Sixteenth Street NW.,
Jacob^ Carol, LDtC/consultant, Women on Words and Images; SO Valley
iioaa, Frfiicetoni N.J.
<A ^P^'i^.^"^^^' Committee to Study Sex, Discrimination In the
Schools, 732 Garland Ateriue, Kalnmaaoo, Mich. *
piiipii
216
Avenue, C«m«
Southern
iphueMi, F. 3., NBA Teacher Rights Division, i201 ICth Street NW., Wash-
^.^iilFi"**^^' '^"^"''"0 At»oclftt«8, 8000 Sand HtU Road, Mettlo Park,
A/JAr?'»i:^ry-57fl*,;LA"^*,''^!?'^* ^^^U^P?'^"^ wniiultftnt, Michigan KduMtlon
^~!K\ if^* TeiicheV R'ights DivUldiJ, 1201 ieth Street nW!, W^shlni- > 't^
'^'<VS^»f M, , . ^ .^'i'^>
;VrV,^.¥«Sn^ IfniServ. Dir., Indiana State teachers A$sti., ]^.4 JSast Tlpp ;>V -.i^V'
v,.?f^l??^tl'i ^tttWa Wa&bingto6 Ititeni in Bdmtloh, STOl Connecticut Avetitfe v . k
ifylM, Ertfefttrne X, tfeach^r, Alabama Edueatldn Assn., )?6st Office Box s!
^A;. Oeo^ri^lna, Ala. - * •
, :r/ Kulf, Siiianne^ fllrtJtoak^l*, University of IoWa» Film tMtlslojd, low^ City, Iowa.
. Marjorl^ A., Blk Qtovo 81gh ftcbo<?l, .500 filk Grota Blv^d., JJlk Grore,
St^t* tor?*S'Y o^^»Jrfc^tl6n, 610 West 112th
^ l*(iy«6«rg, Nflydoh^, (mining nwls^ftlit, XAACP, 815 We8t lOOkli Bin^U Xo>v
7*earsoh! LaVerrie, NKA Teacher Rights Division, 1201 letli Street NW^ NVflnh^
rerklriff, Corlne T.t teacher, SJ6 Oakcrest Avenue, loxvrt C|ty» Iowa.
IVrreaulr, Oerrl, Kmma AYIUard Tank Korce oii Mucntlon, 3il4 West 28th
Street, MiuueapoUs. Minu. ^ .
Poppeflateck, nobert/: IMrectoi^ Field Service, U.S. OflfJcft of l^^Uicdtlon, 400
Marylohd Atennc 8Wm AVAshlfigton J^^^^
l»opi)enUleck, Mrs Jiobert, WaBhlni^^^^
rower, Jane, wrtter, NBA. 1201 Sixteenth Strm NW.. Waslilngton, D.O.
llobblns, KarWeon. NAACP. 1044 8, Citrus Avenite, I-oa Angelen, Calif,
nusaell. Mtcheie. Cuntwlris Ftoundatlou^ K, Talmer. Detroit. Wich.
Sadker. David,' aBdistaht profefcsbr. university of >Ylscon8ln-ri*ark8lde, NYood
ttoadj Kenosha, WM.
Badker, Myra, University ot Wisconstn-^Parkt^Ide. Wood Road, Kenoaha. Wis,
Sarapte, Molly» reearch HpeclaU»t. Florida Rdmatlon Association, 208 W, Tensa-
cola « Tali aha ssee. FlA.
J<auiuel«, Catherine, project director. Women's Action Alliance, 370 f^xlugton
Avenue, New \*6rk» N.V.
Sandoval, Carmel, NBA, 1211 nth Street, Greeley. Colo.
Saucedo, Tomas research staff, National I*k1ucation Association, 10 West Del
Ray Avenue. Alexandria, Yq.
Scheike, i^, commission member, Michigan Education Association, m1t>
Strathcona, Sonthgate, Mich.
Schmidt, Ann, Denver Post, 3752 Kanawa Street NW., Washington, D.O.
Schram. Rarbnra, ilarvftrd University, 60 Braltle Street, Cambridge, Mass.
Scott, Betty, coordinator, Children'^ Books, The Feminist Press, Box a34,
Old We^ttbnry, N.Y.
Segman, Dr. Sarah, psychologist, 31 Montrose Street, Newton, Mass.
Shapiro, Carol, project director, Women's Action Alliance, 370 Lexington Ave.,
New Vork, N.Y,
Sharpie, Klalne First. 2 Fifth Avenue, New York, N.Y.
Simmons, AUhea, dlr^tor for training programs, NAACP, 1700 Broadway,
New York. N.Y.
Smalley* Mary Jane, Chief, Development Branch, U,S. Office of Kducatlon,
Northeast Division— NCIES, Washington, D.C.
Sornsin, Mary, Emma WiUard Task Force on Education, P,0. 14247, MInne-
apolls,Minn.
Sprung, Barbara, project director, Non-SexIst Early Childhood Program,
Women's Action Alliance^ 370l^xlngton Avenue, New York, N.Y.
Stevenson, Margaret, Assistant Executive Secretary for Programs, National
Education Assn». 1201 16th Street NW., Washington, D.O.
Stoner, Lillian, Michigan Education Association, 1151 Scott Lake Road.
Pontlac, Mich. ^ -
Suarez, Cecilia, chairwoman. National Chlcano Foundation, 507 E. Klllng*
brook Drive, Montel»ello, Calif,
Sullivan, Catherine, Maine Teachers Association, 18 Woodmont Street. Port*
land, Maine. .
Swearingen, Sharon. Kentucky Education Association, Maple IJilJs, Ciarks-
vltle Tenp. /
gwedelius, Adele. NBA Teacher Rlghta Division. 1201 16th Street NW.. Wash-
ington, D.O.
Tapaka; Paul A., chairman, NBA Asian Caucus, 2000 Tacoma Mall, Taeonm,*
Wa<»h. ^ - ■
Tanney, Mary Faith, University of Maryland Counting Center/ 1812 Met«enptt
Road, Adelphla.Md. ' , -.^ . \^ . ^^^^
Tate, Carla, research assistant. University of California Davis, 020 Cran-
brook Court, Davis, Calif . '.^ .
Thompson, loan R., Federal Women^s Program Coordinator, U.S. Office of
Education, 400 Maryland Aye^SW., Washington, D.O. w . ^^xl « .
thrash, Barbara B., counselor; Central High School— BCBA, 3800 Fuller
Drive. Midland, Mich.
llix^la^drtoo, iSdlth M.. preaident, NAAOP, Bot 1802, 254 N. Washington St.,
ttockrUlOtd.'''''' ' -
2ir
Towneft, Dorla. meaift ipeclalUt, Monmoiilh City Kaucatlou AHHOClrttlou, 4W
Nluth Avei,Belmnr.N.a, ^ ^ — . ^ . — ^ ■
VlT^Qh^ Celeste, profmoti WNO— 0, Oi^^«»l>0t^o» N.C,
Va»fiue»»Touyi 2^155 S, Christiana, Chl<*KO, 111. ■ . ^.it,
Vniarwl, Thoman, Jr., NBA Teacher Rl^liU Division, 1201 16th Street NW,
^VaW^l^K^Ul^aft. secretary. 5200 8. Quebec, Knglewoo^^
AVaUoO, Vatrlcla A., CominnnUy CoiUge DlMri<jt, 20 Terrace View, naly CKy.
^^Vafihtngton, Antoinette. National Education Ansoclatlon, 0402 10th Htn;ii
"^witVu^l^^^ ttAker, teacher. NB^V, 00 Ash Street, i^jrlj P<w»tr III
Welt^man, Dr. I^eonore. Unlvehrtty of Cal|fornW-l>nvt», 1100 Oough Street,
Wenning, Judy, Kdnoational Coordhiator, Xatlonal Or?:an!?atlon tot Women,
510 tiast^d Street, New Vork, N.Y, '.^ ' , .t! t.. . . #
Wetherby, UbyUlfl, commissioner. Penndylvanin Commission on the Status of
Wom^n, 116 Avenue rArm»burgh.I*a. „ , .a. .
White, nr. lx>nlse R.. USOK— Teacher Con)s*. HKW Code 41J1, Washington, IXC.
WUaon, Wade, NF)A, Chwey CV)nege, C^^^^ ^ .
Woodvvard, Barbara J*. UnJserv Repre^entatalve. 1*SKA-NEA, 15 W. BHutona
Bridge Road, We«tCheBt^rilMr : ,
Wynn. Nellie. 825 Mars^lUea Street. lVtenAiirg,>%
Zlmet Sara, Awslstant Profe^J«or. Unlverrfty of Colorado Medical School. 4200
^ Crnnth^i^Car^^ SpeclalUt. Commnhlty Action Project, 803 Kldora
PIam* l*ltti*bnrfiEh Pa -
B^'ma/Boy* Rtght<^-NBA. mi K^th Street NW., M'ashlngton, D.O.
How^. Floi^nce, Feminist Pre^ Box 334, Old Westhnry, N.Y. -
f^vnch, John, student, 4000 lnger»pl Drive, SUrer Spring. Md.
Putterman. JrMe. student, 40(» lnger8oi Drive. Silver Spring. Md.
, Conrtols, Christine, r^ldent director, Resident tlfe, tnlver«lty of Marjland,
^^DoAleL^'joyc^ Nftinelei^s Sisterhokrf, 0004 Brixton r^he. Bethesda, Md.
I^ ans, Eleanor. 4035 Quebec Street NWm WhhW^^ ^
nelder, Barbuta, Namele^ Sisterhood, 5300 Worthlngton Drive. >Nashliigton.
Fraser, Ar>*onne S., v|coir€*ident. WPAl^ ii?53 4th Street SW. Washlnutoti,
^^Oreenberg. Selma, Assodato Professor. Hofstra University, Heinpatend, N,V,
Peck. Lucy, Assistant Professor, ijofstm University, Uem^jstead, NA.
P(«reb!n, Utty Cottin, member, board Of d^ Foundation, 370
^'^PrMarto'd^^^ Cecilia. Civil Rights I?rogram Analyst, Commission
'"SileK^^^^^^ Alliance. 3T0 Lexingt^^n
"^TajiorfTo^P^^^^ Secretary, Connecticut t>ducatlon Association Women's
Cmicns. 005 Bur ni<ldA Avenue. iJasr Hart fora.Oonn^^ ...^ ^ .
Taylor, Sue. Director Besea^^b, Conne<:tlcut Education Association, 21 Oak
^*'!v^*t'son*!'^^^^ IllinoU Education Association. 00 Ash Street, Park
Forest, III, ' ^
Amxwx C
CoNFEREXCB HidRtioMTfl AND Reminders
(Sex Role Stereotypes Conference, November 24-26, 1072, Alrile Hoiis^
Warrenton, Va.)
The NK\ Teacher Rights Division and U.S, Offlce of Education welcome you
to an exciting working conference. The conference materials, panel discussions
and workshops that yon will participate In this weekend are designed lo help
you understand sex role differentiation as experienced by American Indians,
tifttury sexual Bterwtjplnj fr<>m all
1^ tr^ to can on the NBA coiifewpc* fttalf pbptil^ yoii iioW anj^ a$iJ9tanw,
[y fttMiNpE^'-' ' ■ ' ' '
Coufereiic^ recordm should plan to me^t At 9;30 p.m.» FrWajr, to dlRCUsa
nH^lgnmenls, The rck>w will te anuounoed durtnjr the first genera i 8e$^lou. J)o
not forget to return all completed recorder forms to the Hegtstration De$k^
I^t nmtortAl^ win be replaced for $15.00,
Don't mlBd an^ of the ^^ch^hiled modU; the Alrlie House dining room 1$ the
only one within mlleo.
Me$sjigei^ will be held at the Registration De«k«
COXFmKCe I^EItSONAUtlK^
EllKabeth Dnncan Koouts, 1>eputy Assistant Secretary of t4at>or, Special Coun^
»elor to the Secretary for Women's Programs, Director of the ,Women*a Bureau^
Washington, DO.
Ms, Koonti, a past president of the NBA, was appointed Deputy Assistant
Secretary of I^aboip In April 1971 and has serv^^i as Director of the Women's
Bureau and U.S. Delegate to the United Nations Mnce 10G9« She /previously
worked for many years na a special education teacher in Salisbury, N«0« Ms«
Koonte received the M.A. degree from Atlanta Uulverstty, the B«A. from tlvlngs*
ton College*
I^ulse H« White, Director, Teacher Corps Washington, D.O. Before becoming
dir^tor of the Teachers Corps, Afs« White was a history, English^ and drama
teacher. She also worked in Los Angeles as an interviewer for KTtVi educa*
tlonal consultant to the city schools program management specialist to the Bco-
nomlc Youth Opportunities Agency, and probation counselor for the county proba*
tton department, Ms, Whltt U a past director of the Conference on the Black
Woman 8 Agenda and ts the Author of many publications, Including : "The Black
Woman's Agenda' V *'Llmlte<l Employment Opportunities for Women, 'Implica*
tlons of New Divorce Law in California", and !'A Perspective of Community
Involvement In tMucatlon", Ms, White received the Ph«D. degree from Claremont
Graduate School, the M.A, degree from California Stato University, and the B«A.
degree from Arkansas State College,
Cecilia Suare2, Associate Professor of Education, California Polytechhical
State University, Pomona. California.
Currently an associate professor of education, Ms, Snares is chairwoman of
lH>th the National Cbicana Foundation and the lios Angeles He^d Start agency,
MBNA, She previously taught Jn elementary and Junior high school and directed
a contmunlty action program and a bUingual/blcultnwii head start training pro-
gram through the UCLA Chlcauo Studies Department. Ms, Snarez received the
^LA. degree from Cat State, Los Angeles, and is completing her doctoral studies
at UCLA.
Celeste Ulrlch, Professor of Health, Physical Education, and Hecreation, Uni-
versity of North Carolina, Greensboro, North Carolina.
Msi, Ulrlch, who Is vice president of the American Association for Health,
Physical Education, and Recreation and chairperson of the AAHPER Physical
plication Division, has been n professor at UNO since 1950, She is the author
i^t The Orotc{ng Yearf-^-AdoU^ccnce (AAHPEB, 1962) and The Soda} MatHit of
Phif9icat Bducation (Prentice Hall, 1968). Ms, Ulrlch received the Ph.D. degree
from the University of Southern California, Los Angeles, and the M.A. and 3,S«
d^^srees from the University of North Caix>llna.
MIchelleD, Russell, Consultant^ Detroit, Michigan. -
Currently a consultant In race relations^ Ms. Russell was formerly on the
staff of the Detroit Industrial Mission. She has been a guest lecturer on Black
art, history^ and politics and the psychology of racisms research assistant and
editor of the McC<>ne Commtssilon advisory report on the history of race riots in
the U.S.; and consultant to the Los Angeles Human Relations Commission on
police^mmunlty relations and racism. Ms, RtiSsell has written ''Erased, De-
based, (ind Encased : The Dynamics of Black Education Colonization In America"
{College J&npl(*?i, April iftTO) and '*Notes Towani a Radical Course in Black
Literature'^ (3r*ip7?(ii/(J«| f^fl^^iM Winter 19^); She received the B.A; defifreO
from the University of Southern California and Is a t^b. D. candidate at BroWn
:Univei«ity. ; / - ' ' ' "
nmm How, Vtotmot of HuManlMe«, 8UNY at Old We8tbut7, New York.
^ How^ founder and edllor of The feminiii Pm$ and editorial boatti mem-
ber of Wmm'i $iudie$i An tnierdMpUnary Journal has taught at SUNY since
IVtii Ski previously taught at Ooucher and Qiieenji Colleges, Ifofstra tniverslty;
and the University of Wisconsin. Ms. Howe directed the Ooucher-BaUlmore Cify
Schools Pltot Project In the Teaching of Poetry. She received the Ph. t). degree
from the VnlversUy of Wisconsin, the U.A. from Smith, and the B.A. froto
titinter College.
Wade Wilson, Presldenti Cheyney State College, Cheyntiy, Pennsylvania. Wade
serves as an elected member of the Executive Committee of NEA. He is active
In many activities Including the Council on Human Relations and has Just com-
pleted Ik term iks President of the Council on Humsn Relations.
SaiiiUel B/ Bthrldge, Director, NEA Teacher Rights Division. He directs NEA
programs in the promotion of Human and Civil Rights of Educators and Students
and prnvldlng leadership for solving atid social problems.
Margaret Stevenson, Assistant Executive Secretary for Programs, NEA. She
directs NUA programs outlined in the six program goal areas. An advocate of
classroom teacbersi Margaret is presently the highest ranking female stall mem-
:.berofNEA<'-.-: ■ ■ >
Shirtev'McChine, Associate Director, Human Relations Section, NBA Teacher
Rights Division. Shirley has bad primary responsibility tot the imptementatlon
of the conference.
Hasol Blakey, Conference Coordinator. NBA Teacher Rights Division. Basel
has tlayed a key role in the development ahd Implementation of the conference.
She iK responsilne for administrative support for the conference.
Nora Alemany, Vnlverslty of California, Riverside. Nora's primary Interest
is in early childhood education. Her Workshop will discuss models for JVon^
Joan Bartl, Women on Words and Images, Princeton, New Jersey. Joan ts a
member of a team of woinen who have established themselves as experta In
articulating ways that sexiam is perpetuated In elementary schools and meana of
bringini about chatige. She will present materials in the workshop on Con$oioi,i^
Rogie Bender, Women on Words and tmages, rrinceton. New Jersey. Rogle
has established herself as an action oriented member of the Women on Words
and Images group. She will be presentlnlF her ideas In the i>irorkshop on Con*
$c<oumH t«ihini; Techniquei for Changing BchooU.
Jan Birk, University of iiarylind Counseling Center, College Park, Maryland,
Jan, a clinical peychologist, has teen active in programs Which me«t the needs
of college and the mature women. Mo^e recently, she has been working to develop
career counseling models for high school girls. This will be presented In the work-
shop, Bsptrtene^ SdMHi Oare^ B^ploraiion,
Cecilia Burciaga, a program analyst at the V.S. Commission on Civil Bights,
hi < been working on thO ^^MexiCan American Education Study^
Cynthia Eaton, Women on Words and Images, Princeton, New Jersey. Cynthia
is a leader in raising and awarenesa of others to the ways that sex role stereo-
typen affect education. She participated in planning the Conference and develop*
ing materials, and will discuss High Schoo} CurHcuUnt In her workshop.
Claire IHilcher, Director, Women's Resource Center, YWCA. Clalr« has been
an active participation in the development of the Conference. She has recently
assumed responsibility for the YMCA's Women's Resource Center. She will
participate In the workshop on Siudenii and 8ejt Rote Stereotyping,
Martha Gershun, The Feminist Press, Old Westbury, New York. Martha has
been working with teachers in the New^Xcrk City School System to develop
materials that incorporate women's rolcfi and contributions. She prepared mate-
rials for the conference and will present them in the workshop WomCH*^ HUiory^
Heritor^.
Anne Grant. National OrwnUatlon for Women. New York City, New York.
Anne, chairperson of the NOW Committee on Education. Is an outstanding
leader In documenting how schools promote sexism. She has recently developed
the multt-media presentation. Our Korth Atnerhrtn Formoihen, which provides
a much needed resource deplctin;; the contribution of women.
Chariotte Hallan, Staff Awodate. DuShane Fund. NBA. Chariotte, a DuShane
Fund lawyer In the NBA Teacher Hiehfs DlvlAton. has led the way in the litiga-
tion of womAn'fl rfirhts aft thev tkttp^t teachers. She will present a workshop on
legal Tooti io Fight DiscrimiHaUon,
O
ERLC
r Carol Jacobs, Womstt on Words and iwagea, prlticeton. New Jersey. Caroi, a
tnetnb^r of th(» dynamic teatn making ut) the wom«n on Words and Images, has
asslstM iti the derelopment of materials for the conference and will he presenting
ideal in the workshop on i!f<^fc ficrtdoJ OurHculum.
Kate Ktrkham, Program Asi^oclate, NGA Teacher Bights Division. Kate*s
primary N£3A responslbilittes are in the fletds of human relations training*
Betty Levy, OCeachers College, Columbia University, Betty's research on the
soclalixatlon of children appeared in FmM$i 8iudi€$, She developed ah ai^ttcle
for the December! 1W2 issue of Today's Education. Her workshop, identifying
and Oh<tH&iH0 OurOm $e^(it Behavior u^ith OhUdreH, yfm give participants a
chance to better tinderskand how classroom procedures and practices perpetuate
sex role stereotypea, ' -
tSducation Association/ Cora is well known within
NBA for her training akills and work in the field of human relations,
Oail McCltire, Eduction Department, University of Iowa, Iowa City, Iowa.
Gail, was the first author to articulate problems of set role stereotyping in the
NBA Joumali Todo/t £ducalion, She has played a key leadership role in the
state of^Iowa in developing efforts to combat sex role stereotyping. She will
present her Ideas *n the workshop on In^tituiional Be^ Role 8ttr€(^iypiM,
.John McClure, )VuCatl0n Department, University of Iowa, Iowa <Sty, Iowa.
One of the first persons in teacher training institutions to draw attention to the
problems of sex role stereotyping. He will present strategies for a systems ap-
proach to changing educational practice In the workshop, fnHiiuiiom Se^ Rote
8ier$oitfpini(.
Verne Moberg, The **emlnl8t Press, Old Westbury, New York, Verne, a skilled
writer and editor, has assisted with many of the conference materials. She will
be presenting a workshop outlining ways that community groups can be involved
In reducing sex role stereotypes,
Ellen Tatton. Director, Student Counseling Project, SWOA's Women*« Re-
source Center. BUen has been committed to the involvement of girls In developing
models for counseling. She has made the arrangements and will participate in the
mr^^\op on 8tudeni9 and 8e0 Role Stenoiypin(f.
Maydene Pajrsoure, Training Department, NACCP, Maydene, a vital and active
resource for the planning of the cohferenee, brings a wealth of experience in
sodai change efforts. She will be presenting a workshop on Community
Corrine Perkins, Iowa City schools, Iowa* Oorrlne*s interests in sex role
stereotypes and the development of materials are combined In the slide show
/*Dlck and Jane Receive a Lesson in Sex Discrimination." The show will he
available for nse in educational associations and cooperating groups,
Utty Progrebln, M$, Magazinet ^ew York, Letty's primary Interest ini re-
aponslbllity with Mi. MaffaMtne iB the coverage and development of non-sexIst
materials for children. She will be presenting one of the projects of the Ms.
Foundation. v
AUhea Simmons, Director for Training, NACCP. Althea. a leader In the
women's movement and women's participation in the labor force, has participated
In the development of the conference. She will be giving specific ideas for im^
plementlng il/^rmoHva ^o^<on /or Education in her worksh(H>.
Warr Faith Tanney, University of Afarylahd Counseling Center, College
Park, Maryland. Faith, a psychologist, has been working to increase high school
girls inter^ts in career planning. She will be presenting one model in the
mtlLshop on BwperienceRaied Career Bstptotaitoti,
^ Susanne Taylor, Research Director, Connecticut Education Association, Hart-
ford, Connecticut Suianne, who helped organise the Spring 1072 CBA Conferebce
on the 51% Minority, Will conduct a workshop on Women in M^oaUm
^ Lenore Welttman, Professor, University Of California. Davis. Unore is well
known for her research on children's books. Her presentation during the confer.
ence represents a continuing research Into the messages that texMK>okS glfe to
children.
^Sara Ziment, Reading Research Project, University of ColorsdO Medical
°?^^k5f"l^'» Colorado. Sara has been involved in the study pf instrnctlon
since l«f2. She is il^ editor of the book What Children Read In BchooWner
workshop will focus on techniques for analytlng Institutionst materials.
221
CONFCRCNCC MATCftlALS-ANAlYSlS OP MATCRiALS
Titl« Soorci Oi$«rIptIon
J. "S«xl$m in lh# $c^^o?»" OI«niOlvo1iy.Sh»lji J»ck$on, iftcfud*!: A contrict $lflft«d by ilngli womin
iMf nin« Mi|i2(ni. UKMrs In 191$, An irtkf« thoyvini^ oppoilni
opiftloni on iixism h thi tchodi ind i quis*
Po«iMi ind Quickly" «t Old Wiitbgry, iitjuMfc^* ' ^'^^ n«di ol womift .
3. "Sixism Ift thi eiimiDUry Cirol Jicobi, CyMMi Citon..* A dlKUiilo^t ^ l«x roll ttlri^yptnl ind toelih
4. "AChjld'lCy^VI•wbfS«Rol•^•^. LynniB. \g\i\i\n A^tudj<rf^i6X 'oj«5<«f|o^yP'"« €Ondud«d on
6. "OoTiKhirtSoHGirliShortJ".... BottyLivy An iMJifsli of how jj^
Rights. to eliminiU dlKrjrrinition by tix In tdMitloA.
• i.A r u> . » I. * wollii In I broidor loetotiUrimiwofk. ,
8. "Amorkift Hlitofy nd Horslory".. Mirthi L Oorihun A histoflcil immlnatjon orwomon'i righU ind
recommendations for mori iiofitirTin and
wail-roundad curriculum matarials for history
^ ''BiblloiraDhyon thaTraatminlof Pamlnlit Prass Bfbfloifiphy on sax rola itaraotypM in tha
Gms In School. Khools.
10. ^'Hjitory Jft„^5«lal Scianca Board oj Cducalfon of city of CurrJculom rKommandaUoni fof woman's
Raioufca Buliain." NawYorlt.Ofncaof tt^str^c- itudlts at tna sacondary laval.
t^onal Sourcas, Buraau of
4. . * . . ♦ ^ Social Stodlas.
n. ''Outl nas of Co(jr!a on ramlnism Cynthia Eaton, Card Jacobs... Exampla ouUina for bifti school coiiria of
)0f Uia in KifhScI^." lamlnism
U. •'NtAGujdalinas forTraatmantof M Brownl PfOPosad luldallna for eurrkul m and Inil/ttC*
Mmorltios and Woman." tionil matari*ls for rmplamantitlon In afa-
»* ..^ ^„ . , maotary and saconoary schools.
U. R*com|ti*ndatiwi fof Ehmlna- Sultlvin Assoctatas Aft analysis of sax rola ittraotypint \n schools
tlon 0 Sax Ro^a Slanotyping In and racommar^datloni for lu alimlnitlon.
^ ^ School Cwrrkulum."
14 '"Wofnan In US. History High ianka Trackor An analysis of tha pMrayil of woman In g,S.
^ School Taxts/' history taxtbooks.
U. "Non-soxlsl Cducitioft h Y«jr Laura CoHvar An artkfa iasrad toward taachtrs liUarwlad In
Claivoom.** nonsaKlsItaKh^m
IS. "Physkal education Quastion* Kaiamizoo, Mkhlgan Task QuMtionnakas on attitutfas toward physical
nilrts.'* fofca. tducati«t pirtkipatlon in tht schoels. Uiad
l^^ldentifyiri tax starotypas and discrlmtna*
i;. ''DIscrNraiion of Womafl In BobOgnnim Discussion of tha discrimination woman Iko In
.,?por!*. . . , ^ . tha araa of sports and atWatic ewnpatitkrt.
a "A Chii{¥lnlstk Indax tor Edu- An index by which tducators may ttst thair own
citOfs, saxiim
11 "Bellivtnj Can Mike it So" Paiionas An exefcl^aJoTj examining on I'nix role stereo-
20. "Wit! the Raal Me Please Stand ShIrlay McCune» Pa| Jonas... CxarciieSoMaachV* In understandlni sax role
Up stereotypes
21. "Superlnlendertt of Public Inslruc- Pem Root AffrmeUve Ktlon practk#$ releled (o women,
tlon. and tuideiines to davalop edocatlonal pro*
22. "Kow SiKist Am I As A Coun- Janice Birk. Mary Faith Ten- Gufd^Tnes^to Jslst counselors end taMheri in
** ^ "•y-^, . enaiyzlnglhelr sexist ettltudes,
23. "Stud«nt Attitude C^Kklist*' Janice Birk, Mary Faith Tsn- Guidelines to auisi students in er^tlyzini their
24. "Career fxplofition for Hfgh Janke Bjrk, Miry Paith An entlysis of cereer opportunUies for hl|h
School: A Mode .'* , ^ tanney. ichool women,
2$. Evil^a^ ng Sexism in Your NEA A questionnaire used to evaluate lexism in the
SclW)!'* schools.
26. •'Anetyiing Inslruct^onfl Vile- SaraZimet A guldatine for enalyztng content of Instructionel
rials Conlent Analysis Rroce- * materials.
duces."
2t "A Feminist .Approach to tha Bornica Sandler A discussion of all women's eollegei in terms of
Women's Coltwlive. feminist Ideology.
21 "Femlrtlst Resources for Eiamen- Carol Ahlum. Jackie FraKey . . Atlstofrtsources avaHabtefor teKhers, students
tary and Secondary Schoots." and parents on sexism eno feminism for the
... I* . . r, ... . ^ elementary end secondary classrooms.
29. "leii Tools to FIghl Sex OiscFim- Cases of legal action to elimlnaie sex role stereo*
{nation. typing.
mm.
222
MtCONrifttNCC MATCI^IALS-ANMYSIS OF MATERIALS
TlU« Souffti Discrtpilcri
\ "EdocttJoA for Sufvtvil Schools Shlrlty McCunt Col1«ctlon6firtklM*ndQuisl)oniriUt«dtotM
indSiiRoliSttrMtypir' wiys Khoois pf*pir« chndrin for pl^tU
Konomk. psycholo|lc«l. cuHunl ind potlucal
A. PHYSICAL ROUS
1 "HiiminStti«it(orW6ffi#n" K»lhryn P CUrinbftcb OT^uMion of th* minntHn whkh lifts, IhfMih
khooi McdKittfon, Mvt hm lyittmitkifty
dinl«d.th« opportunity (o divilop thtir ;nysh
eil i>lirs ma pirtkipito lit i Mldo atm of
ptiyslcil activity Also • nnoril dtsru^on on
litir discrlmlnillon H*m\ wptnon In ffliny
'"Soorl: Woniifl Sit (n th< Bich of Mirlo Hirl. Psycho^oiy DltctiSslOfioUhtiilitlonsYilptotvVHnftinlnlntty.
tnidus/' Today. OclotiMsn. nmk involvinifnt, and KhtavamaM, and
^^'l.^'f^* football, and SiQy Wai}d$ios Oldi, Thi Discutslon 91 sii rpla itartotyp ng Ia «n onalytit
doyiCMftioOiiportr Kaw YockTlmos. of Utn't play, with lofflo dlKustlon ol
2.
4. ••Th«rtm«lfoJthaSpocl«" Mirten Cofwal CofltKt A lanaral (A«flptl<irt of tfta many itfonitfii of
Miiulnt, (all, 1972. jlHs and wofflon In eompirlson to tHoir mala
countaroarts In UKm, l.o. ^pulatlort.
htinocfuil dovalopfflont, typoi ol physical
5. "TJh* f^P^ Mirjoria BUutarb An majysls of studios jndl«|liUt|onaffo^^^
Girls Proirami". in| ifrls' partkloatlon In hl|h achooi atKlttk
Mm^jtlO(^^^^w|ikh waro traditioftatly maw
"CompirtltWiSpOfUfofGlrhtflocti 0. Lawranco Rarkh, Unlvar- ATKuiskn qrHrls' physkal davtlopmant,
•'^.fi'Wi Oartkpmant Iftd fj^yof Cilifcrn[ahDofolhy maturation, ind hnlth In rtlatkA to parlkl*
and HuW\ Harris' CCWS RtMarch t(§* patlon {n a{h|f(k activity and compatitron and
ports: Women^irt Sports, vkavioa.
Wa&hlnitoo.D.C, AaM
B. ECONOMIC ROUS "
t "Twanty Faction Woman WocVars". U.S.Dopartmantof Commtfca Bas« fKts on woman In labor mirkot
(BufMu of tKa Consus);
Haomii.CduCition.OAdWal'
M<SoclaiSlit(«tiC4):Ui.
OiMrtmont of Labor (Sti-
raXi of labor itathtkt and
tfata ond Hour oWlon).
B. Staps to^ AdvatKO Equal Employ> Equal EmpkmnkCpportun- A |u;d« for oiianlzat^ons to adopt toward th*
mtnt Opooflun^ty lor Wofntn. fty Commftsiofl. odvincomont q( opportunity for womoft.
1 Woman as PircaMol Total WorUrs Women's Burtaj— Employ- Graph on tMs lubioct.
In Sffoctod Nonfarn Occupations montOpportiinityConimTt*
ApriUd??. tJOrt.
"fully Empk^ Womtn Contlnua Do Oo,
to tarn Loss Than Fiiiry Cm ployod
Man ol EKhar WhHo or Minority
Rac•>'^
*'Mo*l Woman Work Bacauso ol do Oo,
^ feiftomic Njod."
to. 'XounioliniforCaroors" Joyca Dentbrtnk. Contact A discussion cH woman's oppOrtunMas In tht
Man'ina Fall 197^ Job markat A took at umr pficamant atti*
ludas, rasoontasfrom business racruitan ar^d
» look at tha futura of woman In btislnass.
ERIC
223
Pftl-COfirCRCNCC MATCRIAL^-AKAmiS OF MATERIAl$-<onllftU*d
TitN
Source
€. KYCHOl^l^CMTCUlTURAI.
Orltnttd ilt^atlMr ih« tvorr ki
not on)y ibMtfiilUfi.bMt ilio
ibOttUucciis".
II. "$mmM Diwriffllnitlon ift (^« lit*
fflinury S<hM4'\
Anni Qrint Wiil, StMistk
Miiailnf Noy«mb»r. 1971.
Mitini Horntr, Piychok|y
MyfiSittkif.ndDtyid Sid-
ktr, m NationilElifflen.
Jaiy Principal vol. in Oct^
blr,l97^
Women on Wofdi and Imiiis
NiU Riviivy. MaKh tm.
K 'lool^ Look. $H $aa Stireo-
i$. "eiJrWowan" Viitufi Cliapitiin
U. nHi6iii}dintofih«Gih}adCat«'\
17. "SiitarlfK^lrpfMrGonini Ahold
To#itMf
II. 'Wto Ovor Black Rk Urn and
Saxjsm in Amiflan Socltty/*
\$, l^ocommoQ^atkfiitoHCWWowon'i
^ Actiott ^rof earn.
^. Backiroundlnformilion ,
21
"RicommaA4od RtMircb Projoct
Vi»."
22. "Rvfoftimondtd ftoMiicN Proloct
A dlMUisroft of undirKhltvamint, oi faiturt to
_ achiova liiccui
A tludy whkh <iicu»ii why woffli^ in oftin
cHaractarbad by tha^mpUvi to ivwd m<«ii j
dona Oft ini ba«ti dt TAT IHti idmlnlitaria
to iroups of eoflaio mon and woman.
Oiscussiofl at m\i t(^d fimilo rol< iwiraniss lA
altmaniary school cmldrin, ai a partial ra$u it
of taichii infruinci and lha ilamanUry ichool
•Kpirfonco.
A study of olifflanlinr ichoof tMta and (Koir
affKii Oft lOclaltiatloA.
A dlscuisloii of tha Otimi of biKK woman as t
domlAinl fof^a Id tno davalopmint and iDf-
vivtl of biKk Mopio, an4 thi rilationstih of
biKk woman b tho woman's tMmMi In
ganaral
^^tWy"» ^a!** ''?"'.\t[* iMlysli cl how tho o^aral^ rtructuri
Third Yaar: Woman'i Lib' aflacts woman from a lifu, aocl.kfktl ind
arallM,j971. ^ piychototMi frimiwof k.
ArlMA C. Harrf ndii ContKt A dlxtiiston cf tha diial oporatiloft of Mick
MaiHlna U\\ Wl woman H blacU and woman. ^
Maria M. Fortuna A dlKiiialOA of ^ ralitJenihip MwNn /icism
and HxJim^Both producti of lha dominant
..ra. ... whitimaUc^iftttro.
HtW Soinlifi tpoaltjng AnartkNon fflaMn|lh•w«mln'llctlonp^4rlm
Wcmin't Crottp. rafiyint to Spanish ipfiklni w«nin.
....do Ficti Oft AflHfkani o' Spinlih or^iin ind
«,ui . ... . . * Waxkan-ArMfkini In thi Unltid StatH,
H£WSpanlih-Spo4krn|Wom- ProlKl rocomrnindatkn lo stt^dy Uia davtfop*
an't 6f0«a. ^ mini of a Chlcana piriB^lvi.
Marta P.Latafa..... ^ R«uarcb proloct rKommindrt^ to studjr
Chkina patfifn of mirrlna « it miy rilito
to Chkinii' lubordinato stitiii in AmirttaA
21 "CoioAlzad Woman. ThaChkiM". EJizabothSvlhirland.
24. "Tbo Ma&kaft-Afflifkafl Womm". CnrkwttaLoniauatyVas^uai
2$.
tit Mtfiiros Encowiiad to 0«t Miry Pirbifi Los Antalis
liivolvid> ^ Tftnts, Apr. Wi 1172. ^
itlfll thi School lJ\i\m- Doris Schumichir. Woman:
V' A,lo«rfl*l of L!b*rttion,
vol 2, No, 4, 1972.
"Chini
minf
socifty.
A disMtslon of womtn u i oolonltid group,
. notmarilyanopprMSidona.
A bok at tba hUtory or Ckkani women, md
iM I mori <yrrant doaeiiptkfl of thi itatMS
ol Ihi Chwnl womin i« Mrjalatkwhfp U
Mr bousff^, bttit^nd, and chiidrin.
A tall to Chkana wointft b bicoffli Involvid J a
mt liUratJon. rolf obiniM, birth control,
1 family's ipproich to aftictinf changi tn in
ilemintafy schooi't ittitutfiTowtrd ut roll
starioty^
ERIC
SmEMWt or CONCERN TO J SMrttET U'CVSZ» OONrEfcfcNCE DIRECTOR} MAftOABtri:
^, iiTEVliNSON, AND SAMUEL B, ETHBrOGB,
We, an MrticlpAnU of the 8ex Role Stereotype Conference, Tecognl«e that
there Is a ne<?d for counseling of all minority atudenta Therefore, we feel that
ihp workshop focUMng on counseling should have been multl-ethnic tn scope since
we r^cognliie that students are not only counseled by ppofesstonals from their
particular ethnle background but In many cases by professionals or othet ethnic/
facial backglnounds*
We feel that the tone for multi-ethnic counseling should be stressed bjf NBA
because of the cultural, socio-economic, linguistic and psychological make-up of
young people In the educational system. The very omission of multl-ethnl<^ coun-
seling hlptortcally has perpetuated low self-esteem» intellectual alienation arid
has deprived minority students of the survival skills necessary to become effec-
tive and productive members of the American work force.
We recommend that future NBA conferences of this type focus on counseling
In its entirety* To avoid further negative emphasis on the many differences with-
in our muHI-ethnlc culture^ we should be prepared to deal with these differences
constructively. We feel NBA should provide the materials and qualified staff
members to effectively foster better relationships among all professional edu-
cators and counselors.
Black Cavcvs,
Conference on fifca? Role $tereoiype$.
ArPENDix F
CONFERENCE PBOOBAM
Friday, y(yoemher ftk
d :30 a.m., registration opens.
12 noon, buffet lunch.
1:30 p.m.. opening remarks, Sam Ethridge, director, Teacher Rights Division,
presiding. Welcome from NBA, Margaret Stevenson, program director, NBA.
Remarks, Louise White, Director, Teacher Corps, U.S. Office of Education,
2:15 p.m., break.
2;45 p.m^ general session— presiding: Dr. Wade Wilson, president, Cheyney
College, NBA Executive Committer, Conference framework, Shiriey McCune.
3 p.m., panel— Education for Survival ; Elizabeth Koontz, moderator. Director,
Ayomen's Bureau, U.S. Department of Labor. Schools and Economic Survival :
Michete Russell, consultant, Detroit. Mich. Schools and Physical Survival \ Celeste
Ulrich, University of N'orth Carolina. Schools and Psychological/Cultural Sur-
vival: Cecilia Suarez, National Chlcana Foundation.
4;15 p.m., Small groups discussions of panel presentation— group assignment
by name badge.
IS :30 p.m., free time.
6 :30 p.m., dinner.
7 :3D p.m., continuation of small grnnp discussion — sessions.
8 :30 p.m., general session— <iuestIons for the panel.
9 :30 p,m., social hour.
226
Saturday, Novml>cr 2S
8 A.m.) breakfast.
.& a.m.j suae bUow: Bex Role Btereotyping to Textbooks, Unore Welttmati,
Dale Bustamante, University of California^ Davis.
10 A.m., Work8hop<h-£)ducatlon Association Involvement : Cora McHenry, Ar-
kansas Education ABSOciatloQ{ Kate KIrkan, National Education Association.
Kaclsm/BexUm: MIchele Russell, consultant, I)etroU> Mich. Analysing Instruc-
tional Materials— Content Analvsis: Sara ZImet, University of Colorado Medical
^hool. Non-Sexl8t l!:arly Childhood Education: Nora Alemany, University of
i3aHforula» Riverside. Consciousness Raising Techniques for Changing Schools;
Uogle Bender» Joan BartI, Women On Words and Images. So You Want To Teach
Women's Studies? Florence Howe, SUNY/Old Westbury. Institutional Sex Role
Stereotyping : John McLure, Oatl McLure, University of Iowa. Students and Sex
Role Stereotyping: Ellen Patton, Claire Pulcher, students, YWOA Women's Re-
source Center. Community Involvement: Maydeno Paysoure, NAACP. Happen-
ings fn Vour Head : Verne Moberg. Feminist Press.
12 noon, lunch.
2 p,m., ''Free to Be You and Me'*- -Betty Progrebin, Ms/ Foundation,
2:d0 p.m., slide show presentation: Women On Words and Images, Sex Stereo-
typing in Children's Reading.
3:15 p.m., workshops— Women in Education: Suwnne Taylor, Connecticut
Education Association. Use of Media for Community Action ; Our North Ameri-
can Foremothers: National Organisation for Women, Anne West. Experience
Baawl Career Explorations Jan BIrk, Mary Faith Tanney, University of Mary^
land. Identifying and Changing Our Own Sexist Behavior with Children: Betty
I^vy, Teachers College, Colurabia University. High School Curriculum: Cynthta
Eaton. Carol Jacobs, Women On Words and Images, Affirmative Action for
Education ! Althea Simmons, NAACP. Legal Tools to Fight Sex Discrimination:
Charlotte Hallam, DuShane l•^lnd, National Education Association. Counseling
Needs of Spanish American Boys and Oiris: Cecilia Burclaga, U.S. Commission
on Civil Rights. Women's HIstory-Herstory : Martha Gershun, Feminist Press.
6 : 30 p.m., free time.
6 ;d0 p.m.! dinner.
7: 30 p.m.» General Session— Presentation— Slide Show: Corrine PerklnSi Dick
and Jane Receive a Lesson In Sex Discrimination. Special Interest caucuses
' Special Interest Workshops,
8 a^m^ breakfast.
0 a.m.. Schools and Political Survival : Florence Howe, Feminist Press.
9:45 a.m., framework for action— Shirley McCune.
10 a.m., State and regional group meetings— back home l>lans.
U:dO a.m., reporting and general session— Sam Ethrldge. A Look to the
Futui-e: Dr. Wade Wilson.
12: 30 p.m., lunch.
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226
APPENDIX C
8EK-H0LB STRRDOnPES CONITKEKCB
l^ioli li^ck upon your «)e{»crl6neei whlld ftt^cmitnft tho Soh-RoU SttrQOtypcft
I« Vliat vcre your godli an4 notlvatlond Cor attetvdii^g t?to Conferencot
t, Vcrc these ro»U«edt .^..^ Ye* Ko
How vould yotA rate the quality of the ConCerence activities?
Poor EKcellent
Cer.eral aeaaioa speakera 12 3 4 5
Workshopi (apceify) ^ ^ 1 2 3 4 $
Vorkcbopi (specify) 1 2 3 4 $
Informal vorktliopa
<«pociCy) 12 3 4 5
How might these have been improved? _
4. Kov vould you rate the quality of t\ i Conference materlalt?
Foot Excellent
Fre-conference readings 1 2 3 4 5
Cortfcrtnco notebook I 2 3 A 5
Other (specify) . 1 2 3 4 5-
Other (specify) . 12 3 4 5.
5. Mow would you rate the quality of Conference f«cllities and arrangement s?
Poor Excellent
Mousing and food 5 1 2 3 4 5
Transportation S ' 1 2 3 4 5
Opportunity for infernal discussions 4 1 2 3 4 5
Social opportunities 4 1 2 3 4 5'
^. How vould you have improved the Conference? . ,
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227
t
FleAio ccu^i'luto thcfto UcMj In U;;ht of your oxporUucct tn the nonthi t^jtco
you flltCT'ilci! tho Coufcrcnte.
7« In vhai vi\y$t if any, did the Conference influence your porceptione
of aex«ro]e stereotyping In schools? . . ..
ft. In vhat vaysi If cn/i did the Conference provide stimulation or
direction for your actions toward the changing of sex-rolo stoi^eo-
typinft ivi achooUt . .
9. Please specify tnaterlals that you have found particularly useful since
the Conference and Indlceto bow you have used then.
Material Vays I've Used the HaterUle
10. Since the Conference, >^^t things (eventa, expetrlencee, actions « ete.)
have either affected your feellnga ebout or encouraged or discouraged
your activities in reducing sex-role stereotyping In educatlont Pleaea
give a general Impresalon of your asaeesmenta of the situation.
U. What activities^ if any, have you undertaken vhlch are related to
your Conference participation?
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228
12i V/liAk licivicci cpuld tlio Resource Center proytdo thnt vould be ttiost
helpful to you? ,
Ha to tin Ib • Plcaso bo bs ipoclCic as poiiibto.
irtfprittJtion
Other
13. Vhat newsof you; activities could you share with others who are
li)t«rcstedt
U. What, in your oplnlonj U the next step for action)
15* Ve would appreciate any other cooataentt you vlsh to add.
229
fimeMBNT or DiANK'McDoNAtn, WoMBN'a CAUCU6, National Education
A660CIAT10M
Ms, Chftlrwoman and members of the Subcommittee on E<iual Opportunities, my
name la iMano McDonald. I am an elementary teacher and 1 am here repreeentlng
the Women's Caucus of the National Kducatlori Association.
Teachew i^re becomlngr Increasingly aware of nracticeji which perpetuate
sex.fole stereotyping In the schools. Many of us believe that such pracUce«
unneceaearily limit Oie potential of girls and boys.
We know» for example, that children ate Influenced by the text atid Illustrations
of ine books they use to learn to read. Some examples I have seen Include:
*We are willing to share our thoughts with mankind. However, you happen
to be a girl. '
|»Look at her mother, She Is just like a girl. She gives up/'
i.jy^^?P?.*^^'?^ " "^'otth two pennies, Yours Isn't even worth A penny,**
'•He didn't want anyone to talk about feeling sorry for him. He felt so sadhe
was afraid he might cry."
Further analysis of most text books available to schools from sodal studies to
mathematics «iow boys and fathers to be well-rounded, aelf-suflident persons
wnue gf ris and women are frequently portrayed as colorless, mindless creatures
who spend their lives In aprons.
Children are surely getting the message I
As t^^chers we must become aware of our expectations for children and
reallte the Influence our attitudes and practices have on the children's expecta-
tions of themselves and others. If teachers expect boys to be more active and
aggmslve; girls to be more verbal and cooperative; they probably will be,
But teachers need opportunities to ej«imine and rethink their ideas and class-
room practices, Pre-servlce and In-rervice education is Immediately necessary
for teachers to implement equal edvcatlonal opportunities for all children.
In my experience, neither pre-ser>lce or in-service training has Included any
mention of the need to be aware of i^ereotyping children by sex.
I am enteiing my eighth year as an elementary teacher. During this time I have
had six to ten days of in-service training included In my contract each year. 1
have also had four six*week summer training sessions. I am row working on my
third degree at my seventh university, !n all of this experience no one has ever
dl?*cussed sex-role stereotyping in schools.
Teachers do not control in-servtce education funds, nor are they the decision-
makers in Implementing In-service education programs.
Ck>operative relationships between school and community must exist for teach-
era to have the resources necessary to make changes In school practices retard-*
tng sex-role stereotyping.
J'unds are critically needed to begin re-educatton ourselves to prepare children
tor the lives they wlUlead.
Ms. CotR In Addition, the report contains a number of names of
resource people that I felt the committee might want to know about
Mrs. Mink. Yon may proceed as you hftd planned.
Ms. Coui. Mrs. Chairwoman and members of the Subcommittee on
Equal Opportunities, my name is Katherine W: Cole and I aw here
i-epresenting the Resource Center on Sex Roles in Education, a project
of the National Foundation for the Improvement of Education,
The Resource Center is a national project carrying out three
functions:
1. Preparing materials that assist schools and community groups
in the redact ion of sex role stereotypes ;
2. Maintaining a clearinghouse of materials and resource per-
sons working to reduce sex role stereotypes in elementary and
secondaiy education; and
3. Providing technical assistnnce for research, conference design
and training to organizations and groups working to reduce
stereotypes.
"230
With me today id Diane McDonald, a teacher from Reston, Va,, and
a member of the steering committee of the Women^a Caucus of the Na»
tlonal Education Association.
I would Uke to say that I have been on this project since March, with
1 month^s tour of duty as a jury assignment, so I have had some inter-
ruptions during this particular proja:ram.
During the past 20 years the concept of educational equality has
been a major issue for public education. The impact of the 1954 Su-
greme Court decision of Brown v. the Board of Eaucation has resulted
\ our addressing ourselves to s(Hne of the most obvious manifesta*
tlons of racism. That struggle continues as we continue to identify the
depth to which it is imbedded in our society.
We now find ourselves addressing a second way tliat children are
denied educational equality. Sexism, or the unquestioned* unchaU
lenged and unexamined belief that one sex is superior to the other,
operates to deny more than 61 percent of our population the oppor-
tunity to develop their human potential. Like racism, sexism permcwes
all institutions of our society.
Schools^ as the primary socialization tool which prepares children
for adult roles, similarly reflect and reinforce these Deliefo. Elizabeth
Koontz summarizes the situation by pointing out that:
Schools redect the society that has tied woman*s role as chlYdbearer to every
aspect of her person. Women should not hold tradtUonaUy male rolee for fear that
the family will break up; women work at tower*pa^tng helping Jobs, such as
nurse, secretary, beautician, teacher oj factory worker ♦ • ♦
As a result, women are trained from birth to use femininity to get thetr way,
and learn at school that giris stay at home and cry while boys go to mrk end
cannot cry.
The reality Is that women constitute 51 i>ercent of the U«a popu]atl<Mi, make
up 40 percent of the labor force, but earn only CO percent as much as men.
If schools are to provide for the needs of girls, they must move
beyond opening educational opportunities as they have traditionally
existed. Growing up equal is not growine; up in the same ways but
rather growing ui> with opportunities that permit each person to
develop and grow in ways that are consistent with their values, cul-
ture and potential.
Specifically, we are talking about eijuity which actively seeks to
meet specific needs of women by moving beyond opening the tra-
ditional doors of opportunity.
Perhaps one of the best ways to examine the lack of equity in
education today would be to review the ^'report card'' for women's
education that was developed by Nancy Fra^ier and Myra Sadker.
I won't go into that here^ since that is a part of the material sub-
mitted, but I would like to give emphasis to loss of academic p^entUl.
By the time that girls are in the lourth grade, their visions of occu-
pations open to them are limited to four: teacher, nurse, secretary pr
mother. Boys of the same age do not view their occupational potential
in such restricted ways.
Women working full time earn less than men, and the gap between
men and women is increasing. In 1955 women earnwi 64 percent of
what men earned, and in 1970 it had dropped to 50 percent
Even women in the same job category earn less than men. Of pro-
fessional workers, women earn 66,7 percent of men's earnings, of sales
workers 42.8 percent of men^s earnings. In higher education the gap
; o
231
between women faculty at the professor level is 8,6 percent. The mean
salary of women public school teachers is $0,816 { and of male teachers,
$10,013.
The report card is applicable to all of our society. Family expert^
ence.^ mass media, institutional practices, personal attitudes, and com*
mupity norms all contribute to women's education. Within public
schools, however, we can Identify numerous ways that sex role stereo-
typ^ are perpetuated.
The functioning of textbooks and instructional materials as agetita
of socialbation has been well documented in the work of Sara ZTmet.
Her analysis of reading texts indicates that readers, in addition to
serving as instruments of instruction, also serve to convey socially ap*
propriate behavior patterns and cultural expectations, social ana eco*
nomic values, and racial and sex role stereotypes with a general aura of
authority and finality,
Lenore Weltzman^s studies of sex role stereotypes in children's pic-
ture books and textbooks demonstrate the extent to which women are
consistently either virtually invisible or portrayed as pi^ive, depend^
ent, unstable, unad venturous and weak. This finding has been repli-
cated in numerous studies by various irivestijg:ators ; this image recurs
in texts in all subject areas and in all educational levels.
Then I go on to give other highlights about what publishers are
doing.- ^-
, thiring this year we have also seen a growing awareness and use of
legal t<K)ls for redressing violations of sex discnmiriatlori, It shbuld be
pointed out that this has occurred in spite of the lack of action from
Federal agencies.
As ah example, isven though several significant pieces of legislation
prohibiting fiiex dlscrlminatloh in education were passed during the
first 6 months of i9?2, no systematic efforts to inform State and local
school administrators and staff of their impact have been undertaken
- to date. ■ ■ ,
For examplevtitle IX of the 1072 education amendments was passed
in June 1&t2. State school officers and local school superintendents
were not informed of the legishtion until February I9l3, To date,
guidelines or regulations have n^ji been developed for legislation, anq
Federal and State department personnel have hot been train^ to en*^
force the legislation.
When community groups have moved to file charges of discrimina*
tion against school districts, most administrator have had no under*
standing or comprehension of the legislation or the issues,
Awarene^ can only be coiwideref the first step in bringing about
change in the opportunity structure. We now have to face the problem
of developing programs which can svstematically deal with the prob-
lems and provide the skills and capabilities for bringing about chan^ge.
In this area we are facing a competency crisTs. Pew persons Sfnd or-
ganizations know how to deal with the issues or have the resources
for developing that competency; We must find a way to provide re*
sources for developing that competency. This is going to cost money,
and H.R. 208 could go a long way toward providing tne resources that
will be required to deal with the problem.
The argument may be made that funds are available under other
existing programs. Although a few projects have funded programs
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232
for women, th^v represent a miniscule artiount of research and dem-
onstration funds a^varded by the U.S. Office of Education and the
N^Ional Institute of Education.
Given tiie current situation of increasing educational costs and a
declining Federal support of educational activities, it is naive to as-
sume that systematic programs for increasing women^s educational
opportunities will be develoiK^d without specify designation of funds
for these activities.
H.R, 208 would provide funds consistent with the principles that
have been found necessary for changes ;
!• Citizen. involvement through a national advisory committee. I
know the bill states there will be a commission as such. I hope with
all eameetness that this commission will reflect a cross-section of peo-
ple put here— to the degree, that all people are repre^nted/not neces-
sarily those "who are from the Federal sector" but that we have a
cross^section of people.
I might add to this, because of the lack, from my viewpoint^ of
minority involvement in the sex rolo stereotyping issue— and this is of
great concern to me, why there are not more— I have suggested that
our organization set up a task force of 8 or 10 black women to address*
themselves to this point in a position statement and to keep in mind
what H.R. 208 has to say, because I do not think enough cross-sections
know about this particular bill and its help that it could provide for
each of these districts. So if thoy wrote a position paper and with
this paper addressed H.K. 208 and all its ramifications, I think this
would go a long way in getting the message across.
I would like to add that this would not say "this is what all people
believe." Frequently we get involved in that: **bH&cause seven or eight
writ^ a particular statement, this reflects the viewpoint of all people,"
This win only reflect this particular group of people. I would be happy
to send you a copy of our statement. We hope to do this in November.
- — mg pro-
grams—and of course, this gets into attitudinal changes— we can write
all the legislation on the books* but until we give training and change
attitudes we are still going to be invaded with racism and sexism.
3. Opportunity for systematic funding and coordination of pro-
grams. So we bird dog what is available. Sometimes things are made
available and along the line they lose focus,
4. Opportunities for programs related to specialized cultural, racial
or othmo needs. I think they best can determine their needs as op*
posed to outsiders determining that.
5. Increasing supply and quality of counseling and guidance serv-
ices.^ Counselors have done a great deal. If their role was enlarged,
not in terms of secretarial but \vnere they can become involved in work-
ing with boys and girls to make a meaningful society, I think this
would be helpful.
^ We urge passage and funding of H.R. 208 for the beUerment of all
citizens and for moving toward provision of true equity to women.
Mrs, Mink. Thank yow very much for your statement. We will be
especially interested m the special task* force regarding minority
women that you mentioned and would welcome tht submission of that
233
report to tills committee and inclusion in our record at such time
an it s'
lould bo completed.
I think one of the very major concerns of this commltUje is the
dual jeopardy which minority women suffer in this society^ and there-
fore the findings and recommendations of the task force that you
mention would be especially helpful, I think, In designing legislation
that can address itself to this particular problem.
1 would be most interested in having your comments and opinion
with respect to how this legislation can meet the needs of mmorlty
women in this country and how you believe it can have an impact.
Ms, OoLE. In terms of the training programs that are specifically
stated in legislation, I think this is very good because there are a
number of minority women who would like further training, but it
becomes a burdensome task if you do not have the money 5 better still,
if you do not know where to go to get it.
This agftln comes in, why we need t lie additional help of counselors
who would make this kind of information available, Not just coun^
selors— teachers* the entire gamut, the legislators— as they move out
on the circuit tney tell women in community groups that these pro-
grains are available.
I will not discount those people who want to do further reseatxjh.
I think this is verv important. But I do not want the two issues to
become confused* we are going to do more here and less here in terms
of dividing ut> the pie. I don^t think that is equitable treatments I have
seen too mucn of that until it has become disheartening to me.
Mrs. MiKK. Society h*w in general endorsed the notion, however, of
second-class citizenship for women and this has permeated the entire
educational system. Recognizing the fact that the overwhelming
majority of elementary schoolteachers are women and they are the
ErMUCts of this society and therefore contribute to theee attitudes
»hR carried. forth from one generation to another through their
teachingd and the manner in which they present curriculum material
in the classrooms, how are we going to confront these women who have
a mi({u& and special responsibility to be sensitive to the objectives and
pursuits of this legislation?
Who are we gofng to deal with in this particular problem? I would
be especiallv interested in your comments because you are a repre-
sentative of the teachers in your capacity as head of the B^urce
Center.
Ms. CotK, Let me clarify that. I am not just representing the teachers.
I am representing the entire gamut, just women. My background
happens to be that I have been a teacher. I have been a school counselor
and I moved up to counselor-educator, and I am a mother, so keeping
all of that in mmd— I think first, I guess^ I am just hooked on inservice
training, but I think we have to get to attitudinal changes.
Until we master that skill on how we can spread the message so it
becomes a ri{)pling effect— 208 is a very positive measure and I think
that commission of women that will be a part of this to carry out this
mandate would do well in letting people in the community know which
part of the bill would be applicable to their particular needs. But never
forgetting attitudinal changes. I guess that is the main thing that I
am concerned about that your bill does, and, of course, the data col-
id
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234
lected would be advantageous In letting usk now which parts have
been covered and which have not
Mrs. MmK.Mn Clay f
Mr. Clay, Thank you. Madam Chairman.
Could YOU give us a brief summary of the highlights in the report
that you have asked us to look at f
Ms. CoLK. Back in November, prior to my arriving at this particular
they had a project, Sex Role Stereotypinff Conference,
under GEO grant. It was felt many women are doing things out here
but they had never been pulled together as a particular unit to discuss
various issues.
Another thing, a number of women had written materials which
would be of value to schools and school districts, and they needed a
repository or coming together so they could share these ideas.
From this particular conference--and I have listed all tho?e who
attended— from this particular conference they were able to determine
what things needed to be shored up in ways ot programs, how this in-
formation could be utilized by the communities and how additional
programs needed to be started.
As a result of that conference, women there felt we needed a re-
source center to (1) have a repository for these materials which has
been developed ; (2) to provide technical assistance to schools or school
districts where they would like to make changes in their curriculum;
and (8) to help chief State school officers in finding out what is going
on.
Since that time we have sent out a questionnaire to all chief State
schc^l officers to find out what they are doing in this area for women
in affirmative action programs* as well as minorities.
We have received to date, I guess, about 10— and that is not very
encouraging— as to what is being done in the States in terms of these
particular programs. But that conference was a result of that.
Mr. Clay. In your statement vou sav that intellectually giris start
off ahead of boys and then at a later date in school their aptitude be-
gins to decline. Do you feel there is a need for some kind of special
remedial educational program for giris and women because of past
and pre^nt discriminatoi^y attitudes t
Ms, Cole. Remedial program i
Mr. Clay. For those who are economically deprived we came to the
conclusion there is a need for special types of educational programs
in order to enhance their ability to catch up with others.
Ms. Cole. I guess I have a problem with "remediation." I guess I
need to clarify that. Because what one may believe that is remediation
for, may or may not be. "I am where I ought to be at this particular
time and it is iust the way they interpret it."
Mr. Clay. So, in other words, you are saying it is not
Ms. Cole. You need to recognize that we are all human beings and
this has to be perpetuated from birth, straight from the cradle to the
grave.
Mr. Clay. In other words, the remedial education should be on the
other side. Is that what you are saying ?
Ms. Cole. Thank you, Mr. Clay.
Mrs. Mink. Mrs. Chisholin.
206
Mrs. Ciueiioui. There are two basic questions I would like tg ask
you, in view of the legislation that we are now attempting to have
these hearings on and in order to get some input from all the various
pewons appearing before us.
Since the minority women suffer from the twin jeopardy of race and
sex, I was wondenng if you feel we must have some buflt-in regula-
tions or gujdelmes in this legislation, so that we will be sure that
when and if this legislation becomes the law of the land, there will be
a kind of priority g Wen in this direction. All too often in the past
when you have legislation for society as a whole, those membert of
society who are not as knowledgeable tend not to be able to get the
beneat from the legislation because of a lack of authorization, lack
of help, a lack of many things.
i^^W^!f i'A^^^ would have any suggestion as to built-in guidelines
in this legislation to make sure that these women have some kind of
priority or are given some kind of consideration, because they are
not as organized, and they are not as sophisticated. We all know too
well the reasons for this,
.Ms. CoLB. I think originally I had alluded to the fact I look at
thatc<>n)mi88lpn becaiise they can either help or hurt us in terms of
mlnonty. If this group is a cross section and they are sensitized to
pur particular needs— and I am using "our" in terms of minorities-^
if they are sensitized to our particular needs, then they are going to
bird-dog each of these programs as they are developed. I don^t care
where they are. Unless a basic report— too long have we waited for
yearly reports or something else way in the distant future-you c^n
doyourdamageby that time. You can carry it out.
So I think a short period of time where we go back and evaluate and
constantly evaluate what is beinc done, in that way I can be assured
that ypiv are doing this for me. That is my feeling.
Mrs. CHieHOtM. Second, as I view the legislation I wonder also
about the business of having the President appoint the chairman of
the commission. We have had the President— I am not talking about
this specinc President, Presidents before-^appointing people to be
the heads of commissions who are not really attuned to the needs of
the jobs and the responsibilities of said commlssion-
I wonder whether or not it would make sense, since many of the
membere are going to be appointed by the President, to actually have
the commission function for a period of 4 to 6 months, and then have
the members themselves select the chairman. In that way, the mem-
bers would get an opportunity to talk with each other, to oteerve
each other, and to recognize whether or not the commitment is there.
Because if the commitment ie not there, this Is just going to be another
commission on paper* and 1 have some misgivings about any Presi-
dent appointing a chairman.
Ms. CoLB. I share those same feelings. As I went through the bill
this was of great concern to me. I had even underlined it. I think if
they are going through some kind of humanistic qualities the leader
will emerge, as opposed to someone else selecting the leader for them.
Mrs. CmsnpLM. In addition to the curriculum and the materials that
would be utilized to bring about a change of direction in the educa*
tional opportunities for women, what are we going to do about the
attitudes, the attitudes of the persons who are supervisors in the ad-
id
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236
ministration. Even if they havo the t)iogram8 to implement, If they
have certain preconceived and conditioned attitudes about certain
peopled in this coimtry, does it make any differencet They are not
going to be able to do tlie job that the lejsclslatlon calls for.
So wouldn't you feel it might be necessary to ako have an orienta-
tion course in attitudes ?
Ms, Cole. Yes.
Mrs. CiusnoLM. I raise all theese questions because I am an educa-
tor bv profession. I havoj^one througn this for 15 years before I went
into the field of politics. There ai e several things that concern me> and
I want to get your reaction.
Ms. Couc. very definitely. I think before any program starts, if
J^ou are going to work from a team approach— and 1 would hope that
s the way we would work— that we first have an orientation period
and perhaps at that time we can begin to eliminate those who would
not like to serve in that capacity in that school or in that school
district.
It might bo feasible for them to retire much earlier, and this would
be a way of eliminating some of these people. With some I don't
think anything will bo done about it, I don't care how many |)rograms
you have. But we will have to take our chances and work with those
who are at least trying to make sonie effort.
Mrs. Chisholm. One last question. I know this is probably a very,
highly controversial or provocative question^ depending on where
the person who is listening to the question comes rrom. That is this :
the question of age. We are living in a very dynamic and fast-moving
society and there are many changes that are occurring where perso ia
who have possibly been trained 26, 30,* 35 years ago are not able ic
turn themselves around, if you will, in response to the needs of this
society.
What are your feelings on the thought that perhaps we should look
ft little more at mandatory age resignations or withdrawals from
educational systems? Of course, one would take into account all of
the pension rights and what have you. I have seen too often in school
systems and in educational institutions that it is not the teachers or
those on the lower rungs of the educational scheme of things who are
not attuned and sensitized and want to do a job, but it is those so often
that hold a supervisory and administrative position who have gotten
there by vii'tue of tenure rights, by length of service, who are not
sensitized at all, and this thwarts the development of those persons
who really want to do a job.
I wonder about your thoughts on that^
Ms. Cole. I think frequently I am concerned about this. I have to
bo. I don't want to get pushed out of here too soon because of the age
requirement, so I have to keep that in mind, but those people who have
shown by their work that they are not in tune with what is wing on,
perhaps we could give them other assignments. You know, through a
bureaucracy this c^n easily be done without setting people offy so to
speak.
And mavbc if we xrave them additional assifmments, or we get rid
of a number of neople throuflrh 6.1 ; maybe we will have another one
in March when the cost of living goes up. So maybe this is the way.
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237
But m are still going to havo some around. Through the orientation
process you mentioned, maybe we could get to them. But they certainly
styirtie young people from coining forth and giving bright and freah
hew ideas. It is hard to put people out to pasture now.
Mr$. Chisholm. I want the record to clearly indicate that I am not
against persons who have yeai'S of ex|>erience. I don't think they
Should just be east out in the pasture, because I hope some day to jget
old and I hope on the basis of my abilities and talents that I can oner
a few services, even if I maybe i^each the age of 90.
But I am saying there are far too many of these individuals that I
think are thwarting the efforts that can be made to really bring about
directional changes, attitudinal changes and what have you, and per-
haps we have to look for some other kind of alternative for them.
MS, Cole. Give them other options which will make theni happy*
Mrs. CinsHOLM. Right.
Ms, CoLB, Thank you.
Diane McDonald is accompanying me and she has a statement to
give.
Ms. MoDoxAM). Mrs. Chairwoman and members of the subcommit-
tee, my name is Diane McDonald. I am an elementary teacher and I am
here representing the women's caucus of the National Education AsSO"^
ciation.
Teachers are becoming increasingly nware of practices which per-
peturate sex*role stereotypinff in the schools. Many of us belie^ve that
such practices unnecessarily limit the potential of girls and boys,
Wc kftow^ for example, that children are influenced by the text and
Illustrations of the books they use to learn to read. Some examples
I have seen include :
/*W© are willing to shaw our thoughts with mankind. However, you
hapt>entobeagirl.'*
"Ivook at her mother. She is just like a girl. She gives up.'*
* Women's advice is not worth two pennies. Yours isn't even worth a
penny.'*
"Me didn^t want anyone to ta% about feeling sorry for him. He
^ felt ro Sad he was afraid he might cry."
Further analysts of most textbooks available to schools from social
studies to mathematics show boys and fathers to be well-rounded, self-
sufficient persons whi^e girls and women are f reouently portrayed as
colorless, mindless creatures who spend their lives in aprons.
Child^en are surely gett ing the message. '
As teachers, we must become aware of our expectations for children
and realize the influence our attitudes and practices have on the chil-
dren's expectations of themselves and others. If teachers expect boys
to be more active and aggressive; girls to be more verbal and cooper-
ative; they probably will be.
But teachers need opportunities to examine and rethink thejr ideas
and classroom practices. Preservice and inservire education is imme-
diately necessary for teachers to implement equal educational oppor-
tunities for all children.
In my experience, neither preservice or inservice training has in-
cluded any mention of the need to be aware of stereotyping children
by sex.
■'238
^ t am entering my eighth year m an elementary teacher* During thU
time, I have had 6 to 10 days of inservlce training Included In my
contract each year. I have also had four 6-week summer training ses-
slona. I am now working on my third degree at my seventh university,
In all of this experience, no one has ever dlscusted sex-role stereo-
tyglng in schools,
^.Teachers do not control inservice education funds, nor are they the
qeclslonmakers in implementing Inservice education programs,
^ Cooperative relationships between school and communltv must exist
tor teachers to have the resources necessary to make changes in school
practices retarding sex-role stereotyping.
Funds are critically needed to be«in reeducation ourselves to tire-
pare children for the lives they will lead.
I would like to emphasize at this point that when consideration is
given for the commission, I feel as you had stated earlier that many
people are not aware of the kinds of things that need to be done in
education.
One of my experiences that people who are involved at the higher
sUMrvisonr levels have not been in touch with children for some time
and the children change us a great deal about what they need and I
feel it is very important to have people who are involved with children
day to day involved in the input In such a commission.
There are knowledgeable persons that can contribute, although they
may not be highly visible or very sophisticated in governmental circles,
X think they can make a great contribution.
Mrs. CmsHotM. I would like to ask you in terms of the relation-
ships you may have had with the parents in a given community, have
you been able to evidence^ real concern on the part of the parentis with
L 1^ _ J . * * 1 parents raised this
ray at all?
^ _ parents are cognizant of this revolution
thai IS going on today.
Ms. McDonald. It has been almost nonexistent until this year, 1 have
noticed a great deal more conversation about it. There is great con-
troversy. 3<>me parents believe that the role stereotype should be main*
tained and should be reinforced by the schooU and at the same time
other parents feel the school should be doing something to chanfi:e the
way they teach children and girls' lines and boys' lines in textbooks
should be eliminated.
But this consciousness 1 have not observed until the last year,
Mrs- CttisHotM, My second question i$ this: Would vou say that
perhaps the time has come for colleges and institutions of learning to
reallv reassess and reevaluate the kinds of curriculum that they utilise
for the preparation of teachers who are going to have the resporisibil-
aly of guiding and determinlner the destiny of the thousands of chil-
dren that come under their control.
I t^d to feel that our traditional educational institutions have been
spending $p much time trying to get the funds, proposals, and pro-
grams ready that they have not given themselves lime to reassess and
reevaluate the programs in lUht of why this is happening.
I think we need to do eomethinir about chanerinpf the traditional edu-
cational courses that are bein^ given to young persons that are how
coming out today, who are finding themselves abject failures in many
of our institutions.
239
Ma. MoDovAUD. I fecJ$ as Mr. C]av indicated) something about
remedial education being necessary; I leel the only thing that would
be somewhat akin to that would be to reeducate the people who are go-
ing to bo educating the children. Those of us who are aware of the
changes that need to be made have gone thiough a great change in our
own minking through our own ixjsources but the schools are not attuned
to it and they are v orv difficult to move.
I have found it virtually impossible to get a university to listen to
a teacher about the kinds of things a teacher needs to have in order to
ieach^ whether ic is Involving sex role stereotyping— in many cases
they don't even know what I say when I say sex role stereotyping. They
think I mean sex education.
So the level of consciousness is so low and the abilitv to move the
higher educational institutions is so difficult that I think the forces
need to prevail on these universities that they will listen to.
Universities are also freouently responsible for inservice training
and planning for those teacners who ^re already teaching. Therefore^
they have a double responsibility to become attuned to what Is niieded.
Mrs, Cinsiiour. Thank you very much. Our chairwoman is back.
Mrs. Mink. I have a (question in relation to your response. The im-
portance of the university^ I think, is recognized insofar as the in-
service teacher training capabilities they might develop and with re-
gard to the new teachers imi they Are training each year.
But what do we do with the teachers that do not sign up for in-
service training that i^ planned, who are the real victims of society
with regard to sex differentiations as seen in the way they preeent their
curriculum.
What are we going to do about this problem, or is there nothing we
oandot
Ms. McDoNAtn. I see two points of entry, One is through the educa-
tional associations. There has been a move in the NatlonalEducational
Association to e^ablish women *s educational committees at the State
and local levels. It has been recommended by the National Association
that all affiliates do this.
These organizations are made up mainly of teachers and can, if they
choose to, if they harness their potential, they can educate teachers.
The other point of entry would be the school svstem itself
I have never heard of a school system that did not require some type
of inservice education for its teachers. This is certeinly gating to be
more of a trend, not le$s. So that we just get to the people who are the
decisionmakers in determining what that inservice will be. That is
usually the people who are, from what I have seen, the least convince-
able that sex role stereotyping exists, so I see those two points as the
only way to reach those teachers who will not voluntarily go out and
seek information.
Mrs. Mtnk. Can vou tell us what the Women's Caucus of NEA is?
Ms. McDoNTAtD. It is ft crroup within the NKA that is made up of
women and men who ar^ interested in wnrkinp' at the national level for
women 'v<i issues in leisrisjation. in national policies of the Educational
Association, and in assisting local associations in developing women^s
ednoMion procrrams.
We have mainlv worked at our national convention to briner to the
attention of the dele^te assembly those issues that are important for
women, and to provide a communications system for those people
er|c
240
around the country who arc workinp^ in this field so that we can help
each other out,
Mrs. Mink. What percentage would you say of the NEA identifies
with the Women's Caucus t
Ms. McDoKAU). We have approximately 1,000 members out of
1,400,000 at this noint. But we Imvo increased our membership by al*
n ^>st 60 percent. >Ve have only been oporatijig for 3 years. So we are
increasing quickly^
Mrs. Mink. Do you think thii legislation will assist the Women's
Caucus of NEA to enlarge its membership ?
Ms. McDoNALDr I most sincerely hope so.
Mrs. MiXK. Thank you very much. May I thank both of you for
your contribution to the hearing today.
I would like next to call Joy Simonson, president of the Interstate
Association of Commissions on the Status of Women.
We welcome you to the committee today. Without objection, your
testimony will be in^^ried in full in the record at this point, and you
may wocced in any way you choose.
[The statement referred to follows :]
Statement or Joy R. Simonson, President, Interstate Association of
COUMZSSZOXS ox THE ^ATlfS OF VVOMEX
The Interstate Association of Commissions on the Status of Women appre-
ciates this opportunity to appear before this Committee to express our strong;
support for H.R. 20S, the Women's Educational Equity Act of lfi7S. We have been
interested in this legislation from its inception and are delighted that these hear-
Ings have been scheduled to focus attention in Congress and elsewhere on this
vital subject,
Although the Interstate Association Is only three years old, there have been
Commissions on the Status of Women in the States since the original Presidential
Commission, appointed by President Kennedy and chaired by Ms. Eieanor Roose-
velt, Today there exist Commissions, based either in legislation or executive
orders, in most of the States and In a rapidly growing number of cities and
counties, They represent the concern of their respective governments with the
needs and problems of women. They serve as bridges between the ''establish-
ment" and the wider community of women.
Education, at all levels and In its varied aspects, has been a primary subject
for study and action by Commisi;lons on the Status of Women throughout the
country and by the Interstate Association itself. At our recent Third Annual
Conference In Philadelphia, we adopted three significant Resolutions on Human
Rights, Education and Higher Education (copy attached) relating to this area.
Probably no subject, except perhaps the Equal Rights Amendment, has occupied
so much of our attention. I will submit for the record statements and author of
this bill, Representative Patsy MIn, that because of the enormity of the problem
of sexism In educMlion and Us debilitating effect^J on our society fn the wastage of
human potential, the problem must now be attacked at a national level to be
effecti\'e, America will not be able to achieve Its full potential until every tt^em-
ber of society has the opportunity to develop hrr/hls full human potential.
Research has shown that dlff*»rent attitudes are expressed toward fem^ile and
male Infants as early as two days of age. Sex role condltltoning Is In the very
atmosphere in which glrJs and boys develop in their homes and schools. For ex-
ample, sports are of great Importance In American life, so it is significant that
sports programs for girls in many schools have been almost non-existent. Often
girls teams use the gymnasium or pool when the boys aren't using It, such as be- i
fore school or In the evening. The separate but e(iual progrflm hfl^ been malnlv
a myth t>ecause of wide disparities between the boys and girls sports programs.
Two examples found In 1972 high school budgets from mfd western cities were
1) $1D2.000 for hoys Interscholasttc sports vs. |9.700 for girls Interscholastic
sports; 2) $225,000 for boys sports and nothing for girls.
I commend to you the article **TralnIng the Woman To Know Her Place:
The Social Autegedents of Women in the World of Work," written by Brs.
O
241
Sandra L. and Daryl J, Bern for the Pennsylvania Department of Education in
It summarises much of the research on gex role conditioning and shows how
it t)sychologicany handicaps females and prevents their taking advantage of
options which may be theoretically or legally open to them,
This \)o\ni Is of particular Import, nco iu relation to the legislation before you,
It might be asked why a '^Woman's Educational Equity Act'^is needed now that
we have such a wonderful array of legal weapons against sex discrimination-
Title IX of the l-Mucallon Act of 1072. Title Vll of the reports prepared by
several Stnte Commissions which provide examples of the work being done in this
field— hearings, surveys, publications, etc. Other Commissions. Including Hawaii,
win submit material directly to the Committee, The attached blbUograpby llsta
some of the materials prepared by States Commissions In the area of sex bias In
education*
The Pennsylvania rnd Minnesota Commissions have been instrumental In work-
ing with their State Departments of Education In the adoption of guidelines and
policies Intended to eliminate sexism In the public schools, These policies include
elimination of sex segregated and sex sttteotyped programs, activities and coumes»
development of career tducatlon programs for all students which recognise the
need for equality of opportunity fn career choice regardless of sex, Inclusion of
feminist literature In sch^l libraries, selection of textbooks which promote the
elimination of sex bias, and the provision of an equal opportunity program of
hiring, training and promotion of all persons regardless or sex, race or marital
status* (1 am submitting copies of these excellent policy statei)aents.)
We have been so involved in problems of education for Just the reasons we are
enthusiastically supporting u.R. 20^there is nothing more fundamental and es-
sential to improving the status of women in our society than providing an educa-
tional system, broadly defined, which will be truly equitable. Even as we work
for changes in the U*S. and iState Constitutions, for enactment and ^forcement
of a variety of laws to equalize the position of women and men, and for break-
throughs in employment, we remain conscious that attltudlnal barriers to
participation in American society" (as Sec. 2 of H.R. 208 so well phrases U)
underly all the other obstacles.
We believe that many efforts on a local and state level are very important in
raising the consclouness levels of the people Involved in the studies and the public
oflklals to whom the studies are directed, In alerting them to the magnitude of
the problem of sexism in our society. But we agree with the Civil Bignts Act of
1964, Executive Orders 11246 and 11375, and others. In my Judgment, H.R, 208
Is needed to facilitate ajflmaHve action^ to help women overcome tho effects of
mi discrimination and to help society itself overcome the attltudlnal barriers
which permeate the thinking and reacting of men and women. If this bill can
provide "equity" for women, they will be equipped to move toward the ^'quality"
which Is mandated In many federal and stale laws. The programs and support
provided In this legislation can give women the skills they have been denied so
they win be able to move Into the full mage of educational opportunities and regu-
lar programs*
Because of the pervasivensss and subletles of the inequities affecting women, I
am pleased to note the great variety of actvlties authorized by H.R. 208. Com-
missions on the Status of Women have recommended many of them as a result of
their own studies. They have contributed countless thousands of w^omanhours to
projects ranging from surveys of student attitudes to establishing resource centers
to counsel women; from Investigations of the employment status of women at
every level of the educational system to analysing textbooks and curricula for
sexist bias ; from role model projects for high school girls to protesting stereo*
typed career connselUng; from organising In-service workshops for professionals
to presenting radio and television broadcasts. We know that other women's
organisations have sImlHarly poured forth volunteer efforts in this cause.
But the needs are too urgent to be left to the voluntary groups and the spotty
"drop4n-the-bnckef funding that a handful of projects have struggled to obtain
from government agencies or foundations. We need the Council on Women's Edu-
cational Programs and the fund authorisation provided by H.R, 208 to give both
a psychological and a boost. The Interstate Association recommends that major
emphafis be placed on the following:
Development of new and improved curriculum that will portray men and
wf>men equally—lhU Includes the development of textbooks and materials
that do not portray sex bias.
ERIC
242
I>«irel(^ment of tk model career education program which recognliea the
need for eouallty of opportunity to giria ^nd boya to choose rolea for them*
a^vee without being conditioned Into a stereotype of which la appropriate
for a matt or woman,
Devejopwent of community education programs that focus on the chang-
ing and multiple roles of women and men, the changing relationships be-
tween women and men In our aoclety, the equalltarlan marriage and olher
forces of change In present day society.
Derelopment of training programs for teachers, counselors and other edu-
cational personnel so they do not continue to educate and counsel young
men and women In the set hlases of the past.
Deveolpment of physical education programs at all educational levels so
that women develop strong, coordinated bodies and enjoy an active, healthy
life.
Development of programs aimed at Increasing the number of women In
administrative positions at all levels In Institutions of education.
Development of training, educational and employment programs for un*
employed and underemployed women.
While the $15 million authorised for the first year la mlnl?cule In compari-
son with other sums spent on education, It wUl have an effect far larger that
the dollars Involved, llio dissemination of Information, of demonstration proj-
ects, research, etc. required under the bill will reduce the present wasteful proc-
ess whereby groups are "re inventing the wheel" In many communities. Profes-
sional expertise and practical know-how can be shared to ampll^ volunteer
efforts. There are worthwhile programs underway, hut we need a mechanism
for adapting and communicating them to communities around the nation.
The Interstate Association atncerely hope that your Committee will report
out H.R. 208 favorahle. I assure you that Commissions on the Status of Women
In every part of the United States will gratefully support your efforts.
IzftcBSTATe AssociAnoN or CoMurssTON B ON THE Status of Wohen
SELEOTBO REaOLirnONl^-^PASSEO BT THISD ARNUAt CO^frEIkCMCEWUNB tS-lT, leTS
Human Rights
lACSW urges member Commissions to work for passage, strengthening and
enforcement of laws which prohibit discrimination on the basis of sex, race*
color, creed, religion, national origin, age, and marital status in employment,
housing, public services and education; and further recommends that federal,
state, and local agencies and departments charged with the enforcing of such
laws and the Implementing of guidelines should be adequately funded and sup-
ported.
Education
Whereas sex role stereotyping permeates all levels of education and all phases
of our educational system, and
Whereas women faculty and staff continue to be discriminated against, and
Whereas present federal laws and orders have not been adequately enforced,
Including:
Executfve Order 11246 as amended by 11870
Title VII of the Civil Rights Act of 19d4
t^ual Pay Act of 1069
Title IX of the Education Act of 1072
Title Vil and Title VIII of the Public Health Service Act
Therefore be It resolved that lACSW and member Commissions strongly urge
the Secretaries of Labor, HUD, and HEW to i
(1) conduct compliance reviews by federal agencies In Institutions against
which sex discrimination complaints have been filed and Institute economic
sanctions when applicable ;
(2) move without furiher delay to facilitate issuance of effective Title
rX (Higher Education) Regulations;
(8) provide training to State Employment Security staff and State
partment of Education staff In existing sex discrimination laws and regu<
lations, Including their implementation for state and local governments;
(4) Investigate ways that research, contracts and program funds could
O lore effectively deal with needs of women.
RIC
243
Be it further resolved that lACSW supports measures necessary to equallto
a high level of educational opportunity for all women. lACSW urges its mem-
l>€r8hip to take positive steps to assure that sex bias not be perpetuated In ei-
plicit or ImpUcU ways in the df'vetopment of any career education programs.
Women in Higher Education
IAC8\V endorses jhe Joint statement on women in higher education coordinated
by the AAUW and prepared by representatives of 13 national educational
Oi'ganlzations, because the statement ;
(1) Recognites the wide spread discrimination that exists in our Institu*
tions of higher education and the moral and legal obligations of colleges and
ODlversities to eliminate discriminatory practices,
(2) Deals specifically and In detail with the four major areas of discrim'
inatlon against women : Equal education, including program flexlbliityi part*
time study, curriculum, continuing education, counselling, placement, hons*
Ing, health services, and student services ana facilities | Employment,
including recruitment and hiring, salaries and conditions of employment,
and assignments and training ; Porticipaiion of \comen in decision making,
Including general participation, facility and administration, students, trust*
ees and regenta; and InBtitutional 9€rvice$ and praciicei, including institu-
tional and community data collection, child care facilities and administrative
coordination.
Married and Pregnant istudents
Whereas many school districts in the United States do not allow married
students and pregnant sAooi girls to remain in school, and
Whereas many of these youpg people never complete their high school educa*
tlon which is a prerequisite for most Job training and as a result many are
forced to seek public assistance,
Therefore, be It resolved that the member commissions should petition their
^tate legislatures to enact legislation which would make it illegal for a school
district to force any student who is pregnant and/or married to leave school or
to restrict participation in school activities and to make It mandatory for each
school district to have a program which will actively encourage every person
In the district to complete bis/her high school education.
BiBUooHAi^HY or Matertals Fboii State Comiiissions or lACSW
ARKANSAS
Education and Coun^ieUnff Statun Report of Younp Men and Women: A survey
of senior students from fourteen public secondary schools. in Arkansas, Decem-
ber 1&72 by the l^sk Force on Education and Counseling^ Governors Commission
on the Status of Women, Little Rock, Arkansas*
OOLO&ADO
Ipterfm Report on Chifdren*g Literature: Survey of younjr children's books, pre-
teen books and young adult book^ and responses of publishers to letters on role
of women portrayed in books, Colorado Commission on the Status of Women,
March,
DEtAWARto.
Equal Opportunity for Women: A statement of policy and proposed action
presented to the State Board of Education, August, 1&72.
Bafifc Princ^plen for Minimizing Sexual and other Bia^e$ in the InBtruciional
Program by State Board.
HAWAH
Proposed Plan of Action of Task Force on Sex Bias In Education, May ld73.
Includes committee structure and timetable State Commission on Status of
Women.
tttlNOIS
Report of the Education Committee: The Statu/i of Women in Higher Edficaiion
'ninoi9. Results of survey and of public hearings March, 1073. Illinois Com-
(Y^lon on the Status of Women— available from Elizabeth Kaspar, 808 Jamie
JLs Macomb, Illinois.
244
LOUXfttANA
* ^^^^^J^i jLott(^(aHa Women, mO: AiiftlystB of data from cenaus reporta.
June im.tfiui$i<iHa Wmcn and Qirl$ in Public VcccUtmUTechnioal Prommi
A aiudy of 8C0 Di9criminaUon.
Reamta of aet typed vocational education programa November, LoulsJana
Comu: laaloh on the Status of Women.
ConUnuJnff Education for Wom^n in Marytandf Description of programa in con-
tinuing education Auguat, 1072. Maryland Commission on the Status of Women.
UAssAOHUama
PreUminarv Rmri of Education Task Force on recommendations to State
Board of Education.
Pamphlet on exUttng Uffislation relating to women and education in Massachu-
setts, 1973, Governor's Commission on the Status of Women.
MfNNSSOTA
EHmlnatingSei^ Bia% in Education. Minnesota State Department of Education,
SeptemUer \m. OuldeUne developed on recommendation and with the assistance
of the Women's Advisory Committee.
NEW HAMPSHIRE
Report on **Women of Xcw Hampshire," Third in a seHes of reports on dis-
crimination, December, 1972. Report of five public hearings New Hampshire Com-
mission on the Status of Women.
PENNSYLVANIA
Policies on the cUminMion of seofUm in education by John Plttenger. Secretary
of Education rra<rKrt^ the Woman to know her Place: The Social Antecedents of
Women In the World of Work, Pennsylvania Department of Education 1973.
Pennsylvania Commission on the Status of Women.
RHODE ISLAND
and Status in Academia, Report on survey of salary and faculty rank of
women to men in nine Rhode Island Institutions, November, 1972. Rhode Island
Permanent Advisory Commission on Women.
SOUTH DAKOTA
The Siiiius of PacitUu Women in the VniverHty of South Dakota, Report de-
tailing the method of study and final results on men-women pairings, promotions,
tenure, salary, teaching assignments, departmental responsibilities, paid-unpaid
leaves of absence, nepotism, recruitment and hiring. By the Ad Hoc Committee
on the Status of Women on the University of South Dakota campus to the Unl-
versHy senate*
WISCONSIN
An AfflrmaHve Action Program, A proposal from the Steering Committee of the
Association of Faculty Women to the Administration of the University of Wiscon-
sin Coordinating Council of Wcmien in Higher Education.
DISTBICT OP COLUHBtA
Fifth Annual Report Checklist for Affirmative Action In Institutions of Higher
Lea rning, May, 1972, Commission on the Status of Women.
STATEMENT OF JOY SIMOKSON, PRESIDEKT, INTERSTATE ASSO-
CIATION OP COMMISSIONS OP THE STATUS OP WOMEN
Ms. SiMOxsox. I will just w^ad part, and I would like to give you
sDMiac examples of what some of the State commissions are doing.
245
The Interstate Association is not an official body, but are members of
alt the official bodies.
Although the Interstate Association is only 8 veal's old, there have
been commissions on tlje status of women in the States since the orig-
inal Presidoiitial Commission, nppoiikted by President Kennedy and
chaired by Ms, Eleanor Roosevelt,
Todav there exist commissions, based either in legislation or Execu-
tive orders, in most of the States and in a rapidly growing number of
cities and counties. Thev serve as bridges between tlie "establishment"
and the wider community of women.
Education, at all evels and in its varied aspects, has been a primary
subject for study and action by commissions on the status of women
throughout the country and Hy the Interstate Association Itself. At
our recent third annual confei'ence in Philadelphia, we adopted three
significant resolutions on human rights, education, and higherj&duca-
tlon. which we have attached to this statement, relating to this area,
Prooably no subject, except perhaps the equal rights amendment, has
occupied so much of our attention.
I have with me examples of some of the commission's work and other
commissions will be sending in statements or reports directly to the
committee. I understand that the Hawaii commission, for example, is
planning to communicate with the committee. But I think some of
these may be of interest to you, to show you the variety of conclusions
that the commissions have around the country*
In Pennsylvania, they have adopted a statement which I would ap*
preciate having inserted in the record. It is a short statement sub-
mitted to the committee from the Pennsylvania Commission on the
Status of Women. I would appreciate if this could bo in the record,
Mrs. Mink. Without objection, this will be inserted in the record
at the end of your statement.
Ms. SiMONSONT* In Pennsylvania, the commission has worked with
the superintendent of education at the State level and last September
he issued to the school administrators throughout the State of Penn*
sylvania an excellent statement on sexism in education which I think i&
important. It is the kind of thing we would have liked to have written
ourselves. The fact it came from a chief school officer in his change of
command makes it quite dgnificant. It is a one-page statement.
Mrs, Mink. Without objection, that will be inserted also at the end
of your statement,
Ms. SniONSON. Similarly in Minnesota, the State commission on the
status of women has worked with the school authorities and the Min-
nesota State Board of Education has issued a pamphlet or a state-
ment of policy and proposed action entitled "Eliminating sex bias in
etluciitlon," which has gone to all the local school superintendents in
the State of Minnesota. Again, it is something I would hope would be
replicated in many States.
Mrs. Mink. Without objection, that will be included at the end of
your statement
Ms. Simoxsox. In Illinois we have here a report which was prepared
by the commission on the education committee where they study the
status of women in higher education. They surveyed all the State uni-
versities and colleges and found a shocking situation.
I won't go through this now and I think probably it is too long for
O
246
insertion, but if I oould leave it for staff perusal It reviews several
major aspects not just recruitment and promotion which we know
In the last couple of years when funds have become short) it is women
who have been fired while men have been hired. Men are obtaining
tenure and women are not. Married women are particularly discrlmP
nated against which is proof that nepotism rules still prevail, although
they are illegal and the universities say they do not have them. The
facts are there.
Married women are being fired at a highly disproportionate rate,
Ihey have grievance procedures at very fow of the universities and
colleges in Ilhnois and the situation is getting worse md not better.
They had a preliminary survey in 1971 and this is a followup that
shows things have deteriorated.
I have attached to this a separate report to civil service employees at
Northern Illinois University and there again there is a really dlBtress-
mg example of discrimination and these, of coarse, include a great
many low-income, low-skilled women and it is quite obvious they are
not getting equal pay for equal work and they are not getting upward
mobility as they are entitled to. If I may leave this.
Mrs. MiKK. That will be received for the committee files.
Ms. SiMONSON. It is a very distressing situation.
In Idaho, the commission on the status of women has done an inter-
esting report. Thev have specifically endorsed H.B. 208, and they have
recommended that the funds be allocated in block grants to commis-
sions on the status of women. They talk specifically of the Idaho com-
mi^ion, but I presume they would see that as a pattern nationwide.
They set forth an outline of the plan under which the State com-
mission would administer the block grant, would set up criteria for
approving projects.
It lists the kinds of groups from whom they would solicit applica-
tions for projects. The Interstate Association is not in a position to
endorse or act otherwise on that Idaho suggestion, but I think it is
an interesting one that you might wish to consider and they also have
some other recommendations in the field of education* If 1 may leave
this report and possibly the pages relating to H,R. 208,
^ Mrs. Mink, Without objection the pages relating to H,B. 208 will
be inserted at the end of your statement and the entire report will bo
received foi our files.
_ Ms, SmoNsoK, We have, from Arkansas, an interesting contribu-
P?i L ^ Arkansas Commission on the Status of Women did a survey
of high school boys and girls in 14 secondary schools. It was primarily
an attitude survey and the reactions of the boys and the girls were
markedly different.
They^asked them questions about the roles which they see for
men and for women and the ability to do various kinds of jobs and
their basic values and their aspirations in life and of course there
are lots of individual differences. But there is a clear pattern that
emerges of girls' outlook compared to boys\
Boys don^t seem to think very much of girls. This is an interesting
report of which the summary pages perhaps might be included.
Mrs. Mink. Without objection, the summary pp.ges will be included
at the end of your statement. The report will be received for our files,
Ms, SmoNso.v. Thank you.
247
In Iowa, I havo a nowslotter hero which shows a number of actlvi-
ties they have of which I have checked two or three specifically In
edticatlon. They report on a seminar on Woman's Personality In So-
ciety, which dealt especially with the elusive area of creativity*
I guess we all kno^v it is very difficult to measure, let alone describe
what is creativity. But there seemed to bo a consensus that women tend
to bo more inhibited in our society and to underestimate their intel-
lectual abilities. Creativity thrives on self-confidence and uninhibited
exploration^ and thus women are further thwarted from fulfilling their
**creatlve abilities."
I think this is something hard to pin down and yet the sort of thing
that is important to our society. If anv of the projects under H.R. 208
can foster creativity by >vomen, we will all be the beneficiaries of that.
I also have for your consideration a presentation made by the Iowa
Commission on the Status of Women to the board of education in
the Des Moines public schools. They were considering expansion of
the athletic prgram In their schools and the commission on the
status of women reviewed some of the inequities between physical
education for boys and for girls.
But particularly they raise questions about quality versus quantity
of physical education in sports and athletics. In the end tney say
that ♦ ♦ ♦ it will not do for girls merely to extend the kind of athletics
and the kind of physical education that we had for boys. So they
raise some very thoughtful questions in behalf of providing suitable
athletics and suitable physical education for drls.
There is alfio here a very interesting chafienge to the Scott Pores-
man reading series. You heard yesterday about the highly sexist
nature of these reading books which are used so widely in the schools,
and the committee has presented to the Cedar Rapids board a chal-
lenge to these textbooks. They have come up with recommendations
for interim steps that can be taken while we are awaiting the new
textbooks.
I noticed yesterday Mrs. Fraser talked about the 6-vear period to
get new textbooks. So these are specific recommendations tor work-
shops, compensatorv strategies to be devised, in-service training, sup-
plementary materials, to bridge the gap until we get nonsexist text-
books. I suggest this may be also of interest.
Mrs. Mink. Without objection, that will be inserted at the end of
your statement.
Ms. SiMONSON. Thank you.
I have a short report from the Rhode Island Commission on the
Status of Women which reviewed employment in universities and the
obvious discrimination in facultv rank, in pay and so forth between
the men and women on the faculties. I know that there are summary
figures relating to discrimination in higher education that have been
compiled, but it seems to me the fact these different States have to do
the studies over and over again to prove it in their own bailiwick is
quite significant.
There is also a report from the New Hampshire Commission. This
is different from the others because they had a public hearing and
they quote in the report some of the significant grass roots remarks
and the things that appear to be really pressing to the women who
tcok the trouble to come and testify at the hearing. Not entirely
er|c
248
women~they had high Bchool giiidnnco counselors and so on. That
this quit^ a slprnlflcant report and I wbuld like to submit this.
Mrs, MINK. It will be received by the committee.
Ms. SiMONSON. In the State of Maryland the commission on the
status of women has been pait of a coalition effort which has visited
the State superintendent of education and some of his top staff,
making a lot of recommendations to combat sexism in Maryland
schools.
They tell me they were well received and that the Maryland school
officials are sympathetic, but they say they lack money to put on the
workshops to develop the supplementary materials.
This is another illustration of the real need for H.R. 208 and the way
it could underwrite this kind of project. People are coming to realize
the necessity of them. Some places we have sympathetic officials, but
when they come up against the lack of funds, it seems to be women's
activities that get cut off .
The Interstate Association and our commissions have been so in-
volved in problems of education for just the reasons we are enthusi-
astjcally supporting H.R. 208— there is nothing more fundamental
and esFential to improving the status of women in our society than
providing an educational system, broadly defined, which will be truly
equitable.
Even as we work for changes in the United States and State Con-
stitutions, for enactment and enforcement of a variety of laws to
equalize the position of women and men, and for breakthroughs in
employment, we remain conscious that attitudinal barrien^ to "full
participation In American society"— as section 2 of H.R. 208 so well
ph^s^ It underlie all other obstacles.
We believe that the many efforts on a local and State level are very
important in raising the consc^oimess levels of the neople involved
in the studies and the public officials to whom the studies are directed,
in alerting them to the magnitude of the problem of sexism in our
society.
But we agree with the author of this bill* Renresentative Patsv M'nk.
that becaupe of the enormity of the problem of sexism in education and
Its debilitating effects on our society in the wastasro of human poten-
tial, the problem must now be attacked at a national level to be effec-
twe.
Research has shown that different attittides are expressed toward
fema/e and male infants as early as 2 davs of at?e. Sex role cond'tionin^?
is m the very atmosphere in which girls and boys develop in their
homes and schools. "
I won't repeat some of the materials that von have he^rd on the
discrimination in the area of sports or certainly in the fextbooVs and
so on, but I do want to commend to von the' article ^^twiining the
Woman to Know Her Place: The Social Antecedents of Wcmen ?n the
World of Work,^' written by Drs. Sandra L. and Daryl J. Bem for the
Pennsylvania Department of Education in 1073.
That article summarizes much of the research on sex role condition-
ing and sho^\»s how it psycholomcally handicaps females and nrevents
their taking advantage of options which mav be theoretically or le-
gally open to them.
ERIC
249
This point Is of particular importance in relation to the legislation
before you. It might be asked why a Womun's Educational Equity Act
is needed now that we have such a wonderful array of legal weapons
against sex discrimination— title IX of the Education Act of 1972^ title
VII of the Civil Rights Act of 1064, Executive Orders 11246 and 11375.
and others.
In my judgment, H.R. 208 is needed to facilitate affirmative eotlon,
to help women overcome the effects of past discrimination and to help
society itself overcorne the <ittitudlnal barriers which permeate the
thinkmg and reacting of men and women.
If this bill can provide equity for women, thev will be equipped
to move toward the equality which is mandated in manv Federal
and State laws. The proirrams and support provided in this legislation
can give women the skills they have wen aenled «o they will be able
to move into the full range o^ educiitlonal opportunities and regular
programs.
Because of the pervasiveness and subtleties of the inequities affect-
ing women. I am pleased to note the great variety of activities author-
ized by H.R. 208. Commissions on the j^tatus of women have recom*
mended many of them as a result of their own studies.
They have contributed countless thousands of woman-hours to
projects ranging from surveys of student attitudes to establishing
resource centers to coimsel women : from investigations of the employ-
ment status of women at every level of the Sluoational system to
analyzing textbooks and curriculums for sexist bias; from role model
projects for high school girls to protesting stereotyped career coun-
seling; from organizing Inservice workshops for professionals to pre-
senting radio and television broadcasts*
Wo know that other women's organizations have similarly poured
forth vol unteer efforts in this cause.
But the needs are too urgent to be left to the voluntary groups and
the spotty drop-in-the-bucket funding that a handful of projects
have struggled to obtain from Government agencies or foundations.
We need the council on women's educational programs and the
fund authorization provided by H.R. 208 to give both a psychological
and practical boost.
The interstate association recommends that major emphasis be
placed on the following:
1. Development of new and improved curriculums that will TW>rtray
men and women equally— -this includes the development of textbooks
and materials that do not portray sex bias.
2. Development of a model career education program which recog-
nizes the need for equality of opportunity to girls and boys to choose
roles for themselves without being conditioned ir\to a stereotype of
which role isappropriate for a m^n or a womanrV . '
3. Development of community education programs that focus on
the chan^rjng and multiple roles of women and men,' the changing
relat'onship^^ between women and men in our society, the equalitarian
marriage and other force*^ of cViange in present-day society.
4. Development of training programs for teachers, counselors, and
other educational personnel so that thev do not continue to educate
and counsel young men and women in the sex biases of the past.
ERIC
250
6. Development of physlcel education promms at all educational
levels 80 that women develop strong) coordinated bodies end enjoy
an active, healthy life.
6. Development of programs aimed at increasing the number of
women in aaminlstrative positions at all levels in institutions of edu-
cation.
7. Development of training, educational and employment programs
for unemployed and underomploved women.
While the $16 miilion authorized for the first, year is miniscule in
comparison with other sums spent on education, it will have an effect
far larger than the dollars involved. The dissemination of information,
of demonstration projects, research, ct cetera, i^equired under the bill
will reduce the present wasteful process whereby groups are "rein-
venting the wheel" in many communities.
Proiessional expertise and practical know-how can be shared to
amplify volunteer eflforts. *^hero r^re worthwhile profzrams underway,
but we rred a mcchnnt^n for rtdnpting and communicating them to
communities around thf> Nation.
The Interstate Association sincerely hopes that your committee will
repod out H.K» 2'>8 favorably. I assure you that Commissions on the
Statvs of Women in every part of the United States will gratefully
support vour efforts.
Mrs, Mink. Thank you very much.
Without objection the resolutions which you have attached to your
statement will a^so be in<?erted ^o/rether with your statement.
[The information referred to follows :]
SeLCOTCD RBSOtimON»--PA88E]> BY ThIBD ANNUAL CONfXRENCC— JUNK 15*17,
Hitman RU^hU
lACSW urges mmber Commissions to work for passage* strengthening and
enforcement of laws which prohibit discrimination on the basis of sex» r^ce. color,
creedi reUglon, national origin, age, and marital status in emplo.Tment, hon^ltig,
public services and education; and further recommends that federal, state, ond
local agencies and departments charged with the enforcing of such laws and the
Implementing of guidelines should be adequately funded and supported.
EducaUon
Whereas sex role stereotyping permeates aU levels of education and aU phases
of our educational system, and
Whereas women faculty and staff continue to be discriminated against, and
Whereas present federal laws and orders have not been adequately enforced.
Including :
Btecutive Order 11246 as amended by 11375.
Title VIl of the Civil Rights Act of 1964,
Equal Pay Act of 1963.
Title IX of the Education Act of 1972.
Title VII and Title VIII of the Public Health Service Act.
Therefore be it resolved that lACSW and member Ck>mmission8 strongly urge
the Secretaries of Labor, HUD, and HKW to :
(1) conduct compliance reviews by federal agencies in Institutions against
which sex discrimination complaints have been Aled and institute economic
sanctions when applicable ;
(2) move without further delay to facilitate issuance of effective Title TK
(Higher Education) Regulations;
(8) provide training to State Employment Security staff and State De<
pariment of Education staff in existing sex discrimiaation laws and regular
tlons. Including their implementation for state and local governments ;
261
(4) Invejtlg Atd Wftjg that reaear^^^^ and profct^atn^ fadda couW
^ WW eaectlvely deal with needi of women. - i : ^ - . h
S^.H ittrkhV ijeolr^ that UOSW.aupporta me^surea^neMteary to Mualiw
ft Wgh level of educ^t oAal opportHb tj^. f^ra | irm^t^:XACWntmMm^
beraRip to taw po&iUve st^i&*^6 IWw' that aek' blaa n^t be peM
earpUcit or Implicit waya in the development of any ^feer educaU6h proj^^lrtj
]■ ^ . ^ yvofn^ti iff higher fiucqiio^ \ . , . i .
lAOa^V eiidora^ii th^' joint atoteWent ott vromen lit^ higher edu<^ttotf codrtl^
nated by the AAUW and prepared by representatlvea ot W national edifcatlonlit
orgai^tlona,becaiwtbe»Utewent^^ , , . > . , . ^7
" (1) BecotnUed the wide spread dlaicrtmlnattori thht e?cUta in our liiMUu-
tlona of higher education and the mo^^al atid legal obfigationA of (loUeies dnd
universUied to eliminate dlacrtwlnatorSrfcta'ctlc^, - * T
( W Deaia spectflcMIy and in d^all with the /otir ipajor ateaa of dj$crtm.*
inatlon agalnat women : Equal c^TMparion, tncludl^ig ptiogram flexlWUty, part-
time study, curHcqiuw. continuing education, covnfel%; ptacement, hptia-
ng» health aerrlcea, and atudent a^rylcea and fadlltl^al improij^i, Iricfud-
Ing ^recruitment and hiring, salaried and conditions of empl6ywenti and
aasignwents^and training; 7*ar/k)^M^^^ In decision making. In*
ciuding general nartlcination, faculty and adii\lnl8trft.t^on, students, trustee**
and regents { and In$Uhti(m<il icnHcei and pmiU>^4; Including institutional
^nd ^community data collection, child care facilities iarid admlnlsiratire
--'Coordination.'.' -v-' .■fn^".. u\ ^-■■-\</'--"i\--^h<
; Uanled and pregnafii iM^nil
Whereas many school districts In the United 9tHte$ do not allow niarrled stu-'
dents and rregnaht school girls to remain in school, and
, ^\herea^ many of these young peorte never complete their high school educa*
tlon which is a prerequisite for most Job training and as a result many are forced
to seek public assistance, v
Therefore, bo It molved that the member cominli?sions should petition their
state legislatures to enact legislation which would make it Illegal for a school
district to force any student who Is pregnai^t and/or married to leave school or to
restrict participation In school j^ctJvUies and to make ^iandatory for each
school district to have a program Hlch will actively encourage every' pei^dn
In the district to complete his/her high school educ^^^^ ' <
Mrs;Mi?^K, t would Uke at this tin?© to iiisert a copy of ar \^lr^ thftt
I mciivoa fi*6m Maty Ellen S*a«ion thei ^liit|}Hvdman^p^ Otfr Hon-
olulu County Committeo on the Status b< Wonifi^i \vl>ich m<l8 as
■ follow?:/- .y ; {: '.^\-r':': [ V., ' '^^'-^ \L'^,:[^;'^::^-^:'^
Racial ancV^^thnic stereotypes will never disappear fropx our educatloiia^^^
tjysfem until lrn|)lenQentlng legislation rcoulres and etiforces efforts to erase
centuries of inCQultyV lionoUtm Counlj^' Committee On the Status of Wotoen
nxge$ the Subcommittee on Equal OpportiiUitles in Its hearing^ to report favor-
ably on JI.R. 20S, a bill to aothorUe the geerefary of 1|BW to wake grants to
conduct specialized programs ^nd activities designed to achieve educational
c<juuy for all, ^d to actively work for Its passage into i^w for Congress at
session. ■/ ■ ' ' / ^"
Hpnolqlu is th^ core popuiaiiciri and employppht area of the State
of Hatvnii nhd thus our committee feels most keenly that the lack of
^ucatipnal progr^^ma for ^yomen atfect^ in particular tih^ women in
Honbluiu, A sigmflcant lack is d functional resource center for men
arid w6n(ien presently, existing on th^ lower socioeconomic rungs. We
desperately need an educational program designed to overcome the
rigid attitudes concerriing the rbje of women a£ the administraiioil and
policymaking levels in both business and fK)litics at Honolulu. No one
in the United States can deny the appalhng statistical inference that
is drawn from the place of women on eVety chart in employment,
salaries and in administrative levels published in the past decade.
Women do play a secondary role in toaay^s world. The question that
23-150—74—17
now mu8t^l» »nfW0r^d ia where do women go from here to remedy
ihm palAful fftctj^i^romen the last to be b<re<li first to bo fii^ed, women
tm Jott^ annual mgfi empioyeee of every oompahy employing both
fn<iri ana v^rhem the women tfie majority of the employees, lowest on
th0 Promotional laaderi*
This actj H.R. 208, will provide the basic programs so nocossnrv to
upward mobility. The members of the Honolulu Cosow nre proud {hut
this landmark legislation has be^n introduced by its own Patsy T,
Mink, Member of Congress.
Mary Ellen Swanton, chairman, Honolulu County Committee on
the Status of Women.
1 would like to share in all of the observations that you have made
and the various reports that you have submitted from the various
commissions on status of women, and indicate my great enthusiasm
and appreciation for the tremendous work that I know the commis-
sions and the various States and local communities have be<»n mak-
ing in this total area of equal rights for women, and moi^ particularly
in their current efforts to focus their attention on the problems in
education specifically,
Your statement here today is an excellent ojio and certainly high-
lights the purposes and goals that we are attempting to achieve
through this legislation.
The suggestion I believe that you put forward as a recommenda-
tion of the Idaho commission rogardmg the block grant concept to
the status commissions throughout the country I tliink is one that
should be further studied. In view of the various statements that
have been made— and I know my views are shared by Mrs. Chisholm—
of the very different needs and very special needs of minority women
in particular, and the necessity to make sure that when this legisla-
tion becomes law that their particular needs are addressed, I have just
one question :
I would like to know what the percentage makeup of minority
women is in the various Status Commissions m the States.
Ms. SiMOKsoK. Of course, I do not have figures because we do not
ke^p records in that way. But I can say that at both our second and
third national conferences the question of the role of minority women
in individual Commissions and in the Interstate Association was very
prominently discussed and considered.
Both years we took formal cognizance of the importance of having
a real crr>ss-section membership, we passed resolutions recommending
to all Commissions that they msure that their own membership and
the membership of any committees and task forces which they set up
be really representative of all women of all racial and socioeconomic
and age levels.
We have found that Commissions, I suppose because they are made
up of established types, tend to not have enough young women } so we
suggested they get students and young women, and to be particularly
conscious about the appropriate racialdistributlon.
^ We went ftirther and we had one of our most livelv workshops, en-
titled "Double Jeopardy, Special Women,^^ and it discussed frankly
and in depth the additional problems faced by black women, Chicanos,
Indians, Orientals, and so forth, and also older women.
253
. IhooWw women raised qiilto a point that they arc n "minority with,
m a minority" that has perhaps not been sufficiently rccoffnlzcd within
the women's movejnent,1etalono within society. ' ■ - '
X? 0^ ^his fpeclal double jeopai'dy workshop, wo liad several
rwilutlons come to the floor which wore oathuslastically adopted, r^h-
in future conferences and in future commlfte^s; and
80 on. of the Interstate Assoc atlon we Include attention to the Problem
Of racism along with sex sm in every one of our activities. So w6 have
bound ourselves to do that.
Ffom my personal acquaintance wlt)i the mal<eup of Commissions,
te'i tei 11^ "^^^^i rather expwt around the countVy
In the District of Columbia, which is the Commission I have worked
?&m l)n &1?^TeJe^^^^ * '''' ft distinguished bWclj physU
I have not counted them, but the majority of our members are Mack.
f?i°.!iil^"l'* t?^^^ '^"^ ^" ^'Strict of Columbia. In other
T . , b"*^ numbers of thorn.
I am happy to wiy m Ml^issippi they have the firat black women
appointed to a Commission in Mississippi. So we are definitely makihtf
progi'ess. " ' ; ^
Mrs. Mink. Are most of these commissions established by law or
Simply voUmtary decisions on the part of the GovernOi's and mayors
of those communities t
Ms, SiMONSox, There are some of each. The trend, h6wevcr, in the
last few years has been more and moro toward statutory commissions.
Wo debated among ourselves as to which is the preferable route. There
are advantages to each.
Originally, the commissions were set up by executive order of the
SSwtTi,' tlll/^f l"""^*!? W^^t^^^^ astatutory base; and
along with that, fortunately, has been the matter of appropriations,
and more and more comihissions are getting budgets. Some of them
are very small, but they are getting funds, "
A pw the thing is the development Of commissions at city and c6Untv
levelf . So far, I know of only one or tW0 that have come by, you micht
orflerof the"*^a • ^ council. The others (iw by executive
y.ii'?:)?*"®"^*'?/' l''"^^ questions. Are these commisslbn*
PjjjJjHIr investigatory and/or research groups, or are they really
1 5^3. i^o^J'" ^ ^"O"!/ say they arc much more action, They have
done limited amounts of research, nnd they have had hearing&-on©
of the reports I submitted was on the basis of hearings that the New
Hampshire commission had. :
We recommended at our last meeting tliat commissions which have
not done so go out to their communities and hold public hearings. So
you could say thev are investigating in that sense, but it is inv^ticn-
tioiis aimed at action.
They have pushed for legislation at the State level and supported
national legislation. They have pushed for appointments of women
ftnd for remediation of a variety of kmds of diWimin
Mrs. CitisHOLM. Dp these commissions have the power to use such
instruments as deadlines if certain groups are dragging their feett
Do they have that kind of power inherent in their responsibilities t
. ^ ,Smoi^fK>)<, h is j,iot,;>yrjt.tm ilowh. ift anybody's cnabHng 'act
tMt, \ h\ok 9tf I ,t))lnk,lt ,4.ei>«>nM on hQw. thoyi wt6 In Uxe Stato
hierarchy, 9omo commWon^ etand vwyf WoU in their; State (Crt)V(^rii*
m<?i)itft i^nd'ftppftmt)y;,<i*r;7 a bit of. tyeifiht. Othefs aro milch
inor©»,ow,th? ouUlrto . trying , to get In and donY carry that kind ol
m<?i)itft i^nd;ftpPftr«it)y;,<i*r^ quit^ a bit of. tyeifiht. Othefs aro mdch
inor©»,on,th? ouUldo . trying , to get In and donY carry that kind ol
pi^WttO^^fM^^ reepwt to II.R* ?08, do yoiifeel thht thore is
qny n^co hv,^ni$>gUlfttlQn where w can glva teeth to these corti^
wjlgive them ability to accomplish tWdgti, '
•Mrt, Cmsnor.if» I have no further question
MrsvMiNi^.^^T^^ you very much. Wo appreciate your testimony
ftnrt thank you, very much for VQur participation,
[Ms. glniorison submitted the following material for the reeordQ
To : C|?le< school admlniiitratorfl, Intermediate unit exeutlve directors,
from J Jphu 0. Plttenger, Soorofary of Education, Commonwealth of Pennsyl-
rania.
In accordance with the Intent of the Amendment to Article One oiC the Con-
stitution 6f the Commonwealth of Pennsylvania which prohibits the denial or
abridi^ement of rights becau9e of sex, and In keeping with the policy of Governor
MlUon J. Sbftpp, as set forth in Executive Pirf^ctlve 18. which fitates, in part,
"A ftiiijoi^ effort wUl bo exerted to end discrimination against all minority groups
and Mfvbmen * . .,"1 hereby cotomlt the Department of Eddcation to
aiaklng the eUmlnatlon of sexism in education a priority. '
The i>o11cteft which I liave establlaJicd and upon which the public schools In the
Coniiijonw^Mth win be evaluated are that ;
1. SeX'Segregated and sex-stereotyped classes, programs, actlvUtes. and
courste^of simiy beellmlnfttcd.
Feminist literature be lnclu(le<i In school libraries and o/forts be made
to secure Instructional materials, Including textbooks, which favorably
portrav w(^n^en iri non'ttadltlonal rples.
^ 8, Airsludents be counseled to consider a variety of career opportunUleS/
not onli^* those traditionally entered bj? persons of their sex.
4« Job placement practices assure students of employment opportunittos
without restriction because of sex.
5. Annual goaJIs be set for hiring, trsining and promoting women of all
races at ^Very level of employment.
6» 1?he role of ivbmen becomes an integral part of the school curriculum.
I recommend you dovelop programs, If you have not already done so, fedch
as the following to support these polices !
1; Sensitize all staff to sexism an^ to what are degrading and discrimina-
tory practices.
2. Eliminate sex-stereotyped roles in aU school publications.
8. EUmlnate asrslgnments by sex in all Job classes and student positions.
4. S^ek the establishment of cblld care/development programs for children
of staff, faculty and Students, with costs according to abUlty to pay ^ These
programs can be used for training the students In child care and family
: relationships.
{S. Provide before and after school programs especially fo^ children whose
parents work* ^ ^
6, Provide a sex education course in human growth and development
; which Include* emotional and pbyslcal growth and interpers^^nal telatloh-
■:::.v;:|:-::^ ships. . ' ■ - ■ ■ ."■ " "''•^ ' ^V" : — . ^ i-, >^ ;;:,.
2W
I liav« UU'ected the staft of Ihd D^artment of Education t6 consider th^
eUmlnatton of ^eiUm an imDortant part of tbelr responatbllltleit, Ttey will t^rp*
vld« you with t^bnlcaUsslstancd and advisory iwrvlwi,
AU such proirrama hlng^ on a aatisfaetory evaluation ayatdm. Therefore, I
asauro you that tho beparement will fulfill lis dti^luatldn i^sponaiblllttea In
accord with prc<^ure9 Which will bo dearly stated. '
I aeek your cooperation in meeting our Joint responsibility to eltmlnitto dli^-^
criminatory practices In the school of the Commonvvealth,
Statkment or Common wiULTH or Pcz^NevLVANU ComuIsbion ok tnic
SmuB or Women
' The Pennsylvania Commission on tho Statua' of Women urgc$ the House
KducAtton and I>abor CominUtee Subcommittee on (>)ual Opportunity to strongly
mxpjion llon^e Reaplutlon tm, the Wom^n'i9 Education tHulty introduced
by Representative Patsy Mink. ■ V < -
In IWO, 83 yeiit? women held 45 percent of all profesalonal and technical
tkwiUojis, Today women hold only 2fi percent. / t :
Quotii ayatema and outmoded educational counMelltng stc«r women students
Into "Acceptable'' aui^liiary roleja, rather than Into law, mediclner and science.
The result la that svotaen represent only 0 percent of all scientists, only T percent,
of all pbyuklatts, only 3 percent 6f lawyeta, aiid only oi^e percent 6t ^nglneet^
This, deaplte the fact that 43 percent of boct^^lor's degrees and 40 percent of
nmstet^a degrees aro granted to w6men. . /
For this reasonj we wo^d auggest that the bill bo strengthened to piaco more
emphasis on improving those areaa in which the greatest discrimination against
woinen has be^ most prevalent, such as law and medical sc^ools^
We are including with this testltttony a copy of a study done at tho request
of. the Pennsylvania Department of Education, ^'Training Women to Know Her
Place/' This study outlines the many ways in which women students are pre^
vented from participating In the kinds of educational opportunities which are
relevant to today^s world. v
V OThere is an urgent need for the development of new and improved cnrrlculums
from kindergarten through programs Of higher education* dud tot gtif dance
coun^llng which is geared to Riding women students to adequately prepare for
the future. ■ ' ■ ; ■ ^ f, .c;^ '.'v.^---.
In Pennsylvania, the Department of Education has isaued a Directive, n copy
of which Is attached, as a result of a survey done by a task force on Bexlstu in
Education in the Commonwealth's schools. It outlines a number^ of changes
which must be made If women students are to haVe equality of opponunft^ atH)
highlights the need for legislation on the federal level to guaranteo idch oppor*
tnnity to women students throughout the nation^ Our Commission had be^n
requested to assist Education with its implethentatlon.
During the past decade much important legislation has been enacted by ConV
gress guaranteeing equal opportunity in employment ^ ^
Hou^ ItesoluUon 20S will be an essential adjunct to that legislation by est^b*
ll^hlng programs needed to help women attain the skills needed to participate
fully in the labor force in jobs which are meaningful and ^nanclally rewarding.
For those womett who have devoted years of their Uvea to the raising of
children, programs should be available to enable them to re-enter the Idbor
market m satisfying positions. Too often, these women who have ac<!epted the
American ideal of the role of wife and mother find when they later wish to
return to work that prospective employers refuse to hire them and they are
forced to accept dead end, low pitying Jobs. -
Programs to enable these women to reevaluate their skills and to plan for
•second careers'* are essentia), particularly In view of the fact that the average
married women today works tv^enty-Ave years of her life. That is too long a
time to spend In unrewanllng employment, both financially and psychologically,
which Is forced upon women who do not pursue full time careers throughout
their lives.
And for the numerous young women who marry early and do not prepare for
careern before marriage, programs should be available on a part-time bafiU in
their communities so that they can further their education or attain new skills
if they so desire.
There is also a need for national acceptance and utllissatlon of college level
examination programs so that college credit can be granted for life experience.
fatffiSS^^^ JU><>uJd be exnancled and ^ncy>ura«od w
mnn/i^.^^^^ ?St.i^(^' ^''S®^ marrlag^ ends In divorce,'«na
mflpy \y9i^frtt with «l^|>oi}<Jeijt ^l)IWreh .ar« forcM to 9oek i>ubl!o aeslrtance to
J^? ffife/l' ^^'^^'^ education of women to make fti«
"?J^^^.P^l^"^y9' It^ econoujie (JeprivatiQU to l)<>tfc W^m" ^ ,
\Vo d^vMott ptoprama to tn»«i^ that minority Viomen. Vho haVe befn H\m
fvRll^^'l^^^i^r"** ^^t^'^^^^'^*?^' provided wJih tha cffi tS ffli! t^to
J?w minority woman X Wm^ered tho
ffietf t^ucaUonal opt)ortunlty and as n corte^ueM In tholabor
/i.ilm*' ^?,Pf «'*^r*>'«r^M«nifloant in vlow of tho fa<^t that 67 percent of minority
fatnl lies living in |>overty at^ headed by women; ^ " «"nwvy
Tho noted hlM6rian,H. O. Wells once said. ^'BtlucfttK^n U a rac* between dVll*
f^itlon and catastrophe.*' XVo <^hnot aiTorii t6 continue lo n^lect to mvlde
cdncattonal oi^rtnnlty for 52 nercent of th^ iwpuialion: « ^ ^ yi^n^Av
aiie renusylrania Oomml^fon on the StatAi^ of Women, therefore; urges this
c?tC cSg^^^ recommendation for pfi8«0gob^
OovRRWOft's Commission ox jnz BtAtvH or Womki^, BTAtt Capitol, Little Rdtk^
/x9o?Jv^!l^L*^42';^^''^.^"'^^^^ ^^^^^ rejected by a small majority
MMUHi^ executive Jobs can be handled better by men than
W?m^n but 75 percent pf the senior boys In the survey believed the opposite i that
men can do n better Job. i .
points related to working women on which the ^rlrts
and boys had different views In a stirvey done of 765 seniors (603 girls and 162
IW^R fourteen Arkansas high schools last May, The study was conducted by
th^la^k for^ pn education and counseling of the Governor's Commission On the
►status.oj -Women.' '-'v . .■ . ^ ,
Other points oh which the girls and boys disagreed I
t Women should stick to "womenV jobs such as teaching, nursing, secretarial
work and not compete with ^en» The girts said a resounding "no" by 70 percent j
the boys were divld^ with 54 percent no, 45 percent yes. . i ^ »
T education Is more important for men than women. Tho girls said
np by 04 percent ; ♦be boys by only 52 percent . *
S, Most Jobs a-<* :^exles9 and can be done by women as well as men. The clrls
agreed with thtt by n 60 percent margin ; the boys by only 51 percent
.Moro boya tim girls think that the employment of mothers will le^d to Juve-
pUo delinquency and that wom^n would rather work for men thah other woment
.prerall, two*third?i of the girls had posltivo attitudes toward working women
as meAsured by the scale as compared with one-half the boys,
Girls rated getting married a? their tnost iinportant goal while boys rated a fnib
Hme career, first} girls, interestingly enough, rated this second for themselves.
T^ie boya rated, after a career, owning a home, getting married and leisure atjd
.r^mtion time. In that order. Girls rated owning a home, holding a part-time Job
and rearing children after getting married and having a career. < „ .
, Keeping house and leisure and recreation were la&t. The boys put rearing
.chttdren and keeplrtjr house last
,The mnjority of the students, both girls and boys, identified school superintend-
ent engineer, forester and coach as male Occupations and librarian as female.
;Tl^ey spilt on the Identification of lawyer, with girls saying both and boys deslir-
MUng it as male. . . , r .
0' ' - ! ' •• .... . ' . , .
o
267
Oirlf by condderably lArger margins iHn the boyn felt that a woman cati be
«u^$ful In What ^h^ unuertakes and that ahe can combine homemak)n|r and
reartng ^ famnj with a career.
When asked If 6ex discrtmtnatlon existed In their achools, the glrU lUted suci^
exiuupled M Athletics, courise stereotyping, drees codei irtudent leadership post*
tlousi bus driving (smoking, ROTO, pregnant girls expeUcd, married sttidents,
teacher partiality punlshtnent policies and Neighborhood Youth (k^n^ jobs. They
proved (6 be much inore iware of imch dlscrlmlhatlon than the boys« who Uiit(^
only athletics, (etcher partiality and punishment poUclw. . '
Student comments on this survey showed that while some girls feel that
womai^'s rote Is changing, many others have completely tradltiottal views of a
Woman's role. Of partkular concern to Commission surveyors the at^pe^r^nt
faitdre of these students to foresee that most women (9 out of 10) will wo^k at
some period durlnig their lives and that many will be re<iuired to work to support
themselres artd freouotttiy a family as well, »
Ileeommehjiatloris made by the Cklucatloh Task Force Ihcludei
^ l» ^hat the state textbook approval comihlttees arid (he Arkarisiis Booknfkan^s
Association b^ made aware that the Ooveriior's Commission on the Status of
Women opposes the choice of textbooks Which ster^tyW sex toleitf, especially
children's readers, and the use of other children's books which present a distorted
view of the fioiehtlal of Woweri/ v
2* That as cnreer Mucatlon Is added, an effort be made to present gtris ail well
M boys With a Mde varletj^ of career options which do not placO limitations on
'their poteritiaV> " ' - - - '-'■-'^ : ■ '-- -^
^ a. That i^onnselOH and tesich^ri/ M> glveb mateHals and ihfot'mati6n about
Increased career avi'dr^ness for women so that theV can do a better Job m helping
young girls ehoose the careers and training which suit their talents; * *
4. That more thought be given to Realistic life planning for womi^h in all |(>hases
of education. Excellent materials AH available ^nd so^e model' prbgramli 9 re
underway. It Is extremely importaht ^hat all Arkansas schoolgirls 1^ expo^ to
education ^nd counseling which reflects both'the n^Hf poeslbiiities ahd W per-'
plexing new decisions th^y will experience after high school ^aduatlonr
STATEMfcNT or CatSTlNK WlUoN, OHAIBPEftSOW, StATE COMMISSION OK TttC^
■ ■'^M:''^^^^ : BtATt/S or WOUfti^if Ihcs MoiNisS^ '
The State Commission on the Statuf of Wom^h is st^^^ s^iipport oi pro*
viding quality physical education cl^ssos and eitra-curricular athleuo programs
for all students In the Des Moines m>lic Schools. There is no doubt that athletics
can represent a Vital p^rt of the educational process, The Joy of participation and
Inner satisfaction of an. aU-Out effort at a high level of skllVar^ indisputable,
Everyone tt^ust have an opportunity to a^llvc^ly participate (n competitive sport
and to reach his or. hi5r,potentIalv V < ^ » , ,
Vractiealiy j^peaHlng, however, our ath^Uq programei have not worlced as
intended, In some cases ther^ has seemed |o develop a serious gai^ between the
phtlosopny jind theory of sport atid athletic participation and actual practice.
Influences of commerclaHsm and professionalism have crept Unto our pt6gt*ams
ami in some cases have resulted In the Individual )^rtic>i;^ht In eififect
exploited fo^ utterior motives or for the perpetuation of vested int^r^ts, U
Appears that these Influence* are altering our athletic programs from what
might be considered Ideal models. , ^ '
Thus part of the dlfllcuUy. in resolving the problem of .une<[U^1 Opportunities
for athletic participation for girls Is that our standard for comparison when
citing discrimination against girls has been the current athletic programs for boys,
This riilses some questions regarding the quaUiy of programs desired, and With
no universally accepted standards for programs, the Issue of equal quantity ahd
equal quality of programs becomes ditfcult to resolve. , V
The arriving at a philosophical position and the administering Of a sports
program are for professional physical cdUcatloh teachers, athletic directors,
coachej?, and school systems to determine and carry-out. There is no way for
US as a Commission on the Status of tVomen to resolve these highly complex
and controversial professional problems. It seems most appropriate for us as a
Commi^^lon on the Status of Women to call attention to what appears to be
discriminatory practices and to practices that may reduce the quality of physical
education programs, and then let you, the professionals correct the practices and
m
tesplve the pbUosophlcM ditfereu^es In sucli a ms ad to in4Mt0 tuo^^^i^ aporta
athletic pi^fraoii with i^mparaMo opporf^oUtea for partlclpatioci for all.
The flret queatloDs i wish to raise are about the nature of partfcipatlou< How
8aa7 at^d0oti pantcipat^ Id extra-curricular, (DteriicVotastic atbiOtlc ]>rograms?
0^ iuahf Btddchts out" for a sport at th^ beilnqlug of the season aut do
hot complete the season t Why t Ha>f the number of those who InUiaUy ^ff out
for a team ^a^h ^ear 4^reas^T Wb^Ms it because we are not providing epough
faclMtl^ coaches, ^ulpmeht, et^ to accommodate all who wish to partlclpatet
la It b^ause student bodies are growliig latter, lesf competitive, less amMtlous>
Or is it because of the iMiU're of school athletic programs? Is the Int^httou io
let aU paUldpate or to produce a winning team 7 ,
S0coudl)^ 1 wauVtd raise Questions about the relationship of athletics to the
, educatioiial proceoni. ^ow mny studeut^ really m kept in school by a desire
to participate )h athletic programst And the. reverse i how luanj studeuts fair
to coioiptete U^elr education due to a feeling of non-success In everything^tn*
eluding athlellca? Mow is the proposed increased uumber of coaches going to
affect the Quality of the teaching staff? Are more and more teachers going to bo
rcQuired to coach? Is this gotng to meau that more teacher-coaches will pay less
attehtion to their cla»fes? Or wlU coaching suffer because teachers will not de*
vote enough time to their team?
Thirdly I ask you to consider the effect of Increased interscholastlc athletic
activities on physical education classes and intramural programs. Are g>nn
classes going to suffer (or perhaps continue to suffer) as more and more em«
phasis is put on athletics and athletic competition? Are we going to see the
further decline aud then the elimination of Intramural programs-^because titere
is no time to use the gym except at 7:45 in the morning, or because the gyiu
teacherK^oach won^t have time or energy to devote to Intramural games* or
because the students themselves will see Intramurals as "nothing" compared
to the excitement of a game against another school ?
And fourth. I call to your attention the Fourteenth Amendment of the U.B»
Constiiatton that guarantees CQual protection of he laws; that truarantee may
well require boards of all tax-supported schools to eQuaiise per pupil expenditures
for physical educatlOnt recreational and intramural sports programs, and Inter-
' scholastic sports programs. School boards may be under a constitutional obliga*
Uon to eliminate the disparities and incQuitles in sports programSi both in terms
of Quantity antf Quality.
In addition, recent cases strongly indicate that discrimination on the basis
of sex in non-contact competitive sports is unconstitutional. In golf, tennis,
archery, and other such teams, qualified students ou^ht to have the option of
competing trith others of equal skill and ability wiihc.^c regard to whether they
aremaleoriTemale.
It ma^ be concluded, then, that simple equalltv Is not the answer to this prob<
lem of Inequality. There are grave problems within the existing athletic programs
offered to boys in the Des Moines Public Bchools. And I fear that, In effect, by
simply extending existing boys* athletic programs to comparable programs for
girls without questioning the existing programs is to only further the creation
of a nation of spectators. Participating sports are becoming a thing for the few.
Students who do not receive adequate physical education don*t do well in
school. In my opinion a strenous pnyslcai education class needs to be offered
to every student every day. Very few people get enough exercise and that bad
habit begins very young. There is at least one high schciol that provides gym
clasa daily ( another one, I understand! recently discontinued this policy due to
cries of ^'equality.*' Olrls, who had gym clashes every day* wanted their pro^rani
to be equal to the alternating class schedule that the boys have* Anyone
who has worked in the field or civil rights should know that a basic principle by
which equalising policies mu^t be measured is that you do not lomr th^ higher
standard of pay, opportunity, physical well-being or whatever to the level of
the lower standard. Instead you raise the lower standard to meet the high
standard.
I urge you to thus re-examine your standards for physical activity for atl Stu<
dents--both boys and girls— in the Des Moines Public Schools and then to deter-
mine how these standards best can be met. The issue is an extremely compleix
m wltfa fftr>re«chlAk rcinatflcAtloQi, An « Btate CommlBaion on the Statua of
Wom^b, wa demand That you provide quality as welt aa quantity phyalcal edu«
cation and atliletio ptograma for glrla ia tbe Des Moinea Pubtlc BcnooU, so that
the/ may ahare fully boih in the t>eneflu of good, aound pbyslcAl eduction daseea
ahd In tb^ rew0 rda of {yartictpiktion in competitive nport^
I augge^t, therefore, thlit youi poatpone your declalon on expanding Juntos high
and high 80h6ol athletic programs, and recommend that you establish a studi
commttte^i compoaed of atudents, parents, and teachers* to examine the potnta i
hare raised*
Thankyou. '
Oiu)Aa I^Ama Couiit;Kity Souoote
mCATIONAt aaVI<)g CANTtA
To : Pr. Craig Currie. superintendent of achoots.
From \ PT84 reconalderitlon committed.
Subject r Challenge to Scptt*rorei^m,an re^dlng^
. We hate recetred and considered a complaint about the ScotMroreanian
ing Series, presently in uae In our achoolsi ftom Mrs, tllta Huber. Mre/Huber
contends that an intexMflto iihd extensive sexist bias p^mc4tes this icriea and
that stepB ahould be taken to elimli^te iniitructlonal material which c^inveyi dls^
crlmlnatonr sexuM st^reotjp^. 8he conceded that (1) no suitable alteruattve to
the Scott-Foreaman 9erlea la preeentb^ available aiid that <2) the aotutlot^ tothU
problem will tak^ time. The CommiHee oonot^ri Mth Mrt liuhtri in her o^ten-
tion rei/0rdinp mieri$i ia^ question and appr^^tatea her awareneas of the
aia^ of the task cohf rontlng us In correcting this situation.
^ In order to move purposefully to eliminate sexist bias in instructional t;naterial,
the Cominltteo recommends that the following steps be taken ;
(1) Tho immediate tactlcsi be developed to raise the awareness level of
all teacherir rea^rding sex bias In instructional material j
; (d) that a comn^lttee Or Msk group be appointed to develop appropriate
crlUrla relating to aet roles In basal ^nd J^upplementary material used In
Schools, ana that this group searj:^h for basul readers which meet criteria
relating to our knbwledite about t^e ti^ching; of reading in addition to var-
ious stetetoypingcrltoHar : '
(8) as an interiiU step, that H of elementi^ry teachers identify
speclAc stereotypical situations In the Bcott^Fore^hian Series ^nd devise
compehsatpry strate^ed^ actlvtttei) ahd at^temehta <thls could be donO
through the ihrw^lco program) r^^^^^^^^^^-^, ^ ,
; (4) th|t a c<^)mnttt^ bej^^mpled to Identify suitable compensatory mate-
rial tfi^ Wbplement: basal r^&aa^^ stereotyping andv
addittonaliyi to make auigcfstlons for the jncorpor&tloh Of acceptable
rial pi^ntiy available into: tea^^^^ bo an extendi
ai»$ignmeht project for sunune^^^ ! - . I ^
(5^) th$t tho recommend4tlo^ci ^bOve^^^^ insofar %4 possible to
' facilitate conductlni? ft Ipre-jwrvlce sfes^loia! tojpic with all elementary
teichers in August IVti i ' : ,
(0) that an In-dcpth ln-8et^v)ce pr.ogram In the area of sex roles bo dev^l*
oped i^nd offered^ to teachers; We mftst be prepared t6 offer an adequate num-
^ bef of sections of this course, /
These recommendationa provide for ah awftrefiej^f Component, a compenaatory
eompoi^eht, for th^ devetppmerit of criteria aiid for the Identidcatlon of appro^
prlate ihstructlonal mjaterlal. If ybu sUm>ort these rec<^t)^imendatibns, it la the
further suggestion of the i^TSA fieconMderiatlon CoirimUtee that the i^^amlly
Ufe I*3ducati0n Project I^eader coordinate the sibove activities with advice from
the Community Advisory Committee for t'amlly Life Education* (The Community
AdHaory Committee for Family tlfe fiducatlon would be expanded to include
rci>resentation frOm the Cedar Rapids Women's Caucus.)
ROBEBt FOLEVj
Dlreeicr, Media 0nd MaiefM$>
I concur^ with the above modification (ft),
Craw K CvpaiE,
Supetiniend^t^i ofS<^ooU,'
260
City ov Seatti^,
OmCh OF W*OMKN*S KlOIITS,
M^. JOV SiMONSON,
Wa»hln0ion, DM.
Dkar Ms. SiMONBON J The \Vomen*8 Cpmmlssloti of tho City of Soatnc strongly
miWJorts H.U. 208 and wishes this to be convcyi^d to the Hou^c IMucrttiou ami
liabor C'omiiiUtce Subcommittee on Kcjiwl Opiwrtunlty,
Meniberts of the Commission nre deeply involved wltlj tlie problem of sex
stereot^jlng In educntlou, This past jrenf the Commts«ton review^ severnl
chUdren's textbooks and met with the Seattle Board of Educotlon on this prob-
lem. Although the Hoard of Education expressed concern, the Seattle Women's
Comndsi^lon does not have enough stnrt or funds to fully review all textbook?*,
recommend innovative proJectn and currlculums, present workshops for educa-
tional personnel, or provide the l)oi\rd of Mucatlon with the necessury Infor-
mation to Insure Implementation of 'our recohunendatlons^. Without a concon*
trated effort to eliminate sex Btereotyi>e« at all levels of education, tlje results
win be piecemeal at best. Yet if «ex 6tereoty|>es are allowed to persist in our
schools, women of all ages will continue to be hindered by nn lueQultable eduon-
tlonal system. Federal assistance Is needed not only in the area of sex stereotynliig
but to Insure that women are placed in higher i>ositlons and trained for these
positions.
This bill will provide for the implementation of projects and curriculum which
will encourage women's full participation in American society. It is an essential
piece of legislation and Is greatly neededi especlnlly In the Seattle area. We
feel it mtist be passed*
We would appreciate l>elng kept Informed on the status of ths piece of legisla-
tion and are available If nny further help is needed.
Sincerely,
SatBLEV Bmnoe.
Preitdcnit S€(»W<^ ironien'ji CommMon,
EMMINATIXa SEX BIAS 1\ EDUCATION
MiNNESOrtA. State Boahu or Education
IX)REWORD
The State of Mlnncijota Is commltte<l to providing equal educational and
employment opportunities for women. Despite some progress in assuritig women
e<iual protection under slate and federal laws, there is stlU deejvrooted discrimi-
nation against women in our sodety,
In this i>osltlon paiier by the Minnesota State Bo<inl of Education, adopted
September 11, 1072, affirmative action Is proposed to provide equal opportunity
for women and to eliminate sex-biased practices In our education system. The
board's projK^sals focus on recruitment and promotion of women In professional
and managerial positions In education ; ending sexual stereotyping In the ele-
mentary and seondary schools through changes in Instructional material, tn-
sen'lce training of educational personnel, and assuring that there will be equal
programs available for both boys and girls; and providing equal opportunity for
women as students and faculty members In higher education.
I Join with the State Board of Education in urging the educational community
In Minnesota to take the Initiative now to extend to women their full share of
educational and employment opportunities.
Howard B. Gasmey,
Minnesota Sidle Cotntniasioner of Education,
Rmminatixo Sex Bias tx Education
The State Board of Education believes that our educational system has helped
perpetuate the division of the sexes into predetermined roles and has failed to
provide freedom from discrimination because of sex and marital status.
The practice of stereotyping and socializing njen and women into "masculine'*
"feminine** roles has resulted In prejudice, dominance, discrimination and segre-
gation harmful to the human development of both sexes.
261
^YhlIe thero Is ttwarencHS among umy people of racism and Ita ileblUtatlng
effects on oor society lu the msim of human potential, there Is act the wme
awareness of the harmful tffectH anil the extent of discrimination and ^tereOtyp*
IrtKdtJe to preJudlcvB concerning gender, ^ ■ ^ ^ ^ ^
The «taU> Hoard of Kducatloji ask« the Department and the public schools to
asflume leadership in eliminating lfla8 atul discrimination so that the mnny
pnu'tlces hascd on scxtiul stereotyiJing cnn he ended and the assiunptlons chanjfed
with evolvenicnt of Jiew values. .. .
. 'i'o Implement this i>olIcy, the State Hoard of Kducatlon reQUcsts the CW-
mlssloner and the Department to act as follows J ^
Consider Jnchidlng a component on sex bias In the Hainan Relations Certlfl64*
tlon Hegnlatlon (Iklu 62(W21), Human rotations training should Include a
stndyof the effects of sexual bias. ^ . ^ ^ ,^
the State Board of Education Is concerned ahout four areas In i»ju'tlcular{
discrimination In hiring and promoting, st»x requirements for boyj^ and girjs to
partldi^ate in sports and extra-cnrricniav actlvUles, sex bins In puitlcnmr and
teaching materials, and providing In^servlco tnilDlng for administrators and
teachers to overcome the hablt$ and practices of teaching stereotyped ^ddal
Discrimination in hiring and promoting ort the basis of sex and marital stalfis
has been a damaging and long-standlng practice in Minnesota's educational sys-
tem* Although women teachers still outnumber men, the number of women baa
been steadily declining for several years,
Promotion bias against females shows in the low number of women who are
principals or sur^erlntendents. In IMl, only 24,6% of the elementary prlncipal«
were women, .5% of the secondary principals, and there were no women sui>erln-
tendents In Minnesota.
The State Board renuests the State Department to ;
Review all Det»artment job descriptions and eliminate all sex-based require*
meats for employment or promotion. . ;
Develop a program within the Department which provides equal opportunity
for promotion to higher level positions regarUtess of sex or marital status.
The State Hoartl re<iuests local b<mrds to :
Pi-ovlde equal oi^wrtunltles for employment and promotion regardless of sex
or marital status.
Make known to hiring ofllctals and local personnel committees the pertinent
laws on sex discrimination and to assure adherence to these laws.
Extra-curricular activities have too long been t^ped as mascuUne and femtnlne»
resulting In exclusion of female students from the majority of sports activities.
Certain courses are also presented as being for males or females, limiting the
educational 0|>portunltles and destroying the motivation of all students for gain-
ing a full education. ;
school counselors should encourage students to consider careers in accordance
with their interests and abilities regardless of the traditional roles or careers.
The State Board requests the State Department to s
Hevlew all State Hoard rules and regulations and take steps to eliminate all
sex-base(l requirements for couws and extra-curricular activities for students.
The State Board requests local school boards and administrators to;
Provide equal access for all pupils to local school faculties, programs, equip-
ment, .staff services, and financial resources.
Some textbooks now used reflect stereotyped concepts of masculine and femi-
nine roles. Some elementary textbooks show male aduU roles as fireman, police-
man, milkman or predominantly, a man In a business suit and 'ie who retui'ns
home to a vAfe who has sp^nt the day doing dishes and housework.
These stereotyp^i^Mead children to believe that their parents are somehow
unusual, because the majority of men In the state are not businessmen and many
women Work and support a family.
Hoys in these books are shown as Inventive, adventurous and capable while
girls are shown as i>asslve, negative Influences who are preparing for a life In
their hoped-for future household. Tljese stereotypes discourage young girls from
developing their basic personal ix>tentlal and withholds them from the motiva-
tion gained from outside reinforcement that Is grante<l to males.
The State Hoard requests local school looards and administrators to:
Select books which promote elimination of sex bias.
Hook<? and other tuaterials for raising consciousness of the patterns of exlsHnj^
bias and containing information on employment and promotion should be avail-
able to all people In the school system.
The State Board requests the State Department to: '
m
ArraW h collection of fll>J^rt>^rl^lte hooks, materials and medj^ on sejt Was to
H avftllal)!^ In tb<j Stat? I>ep*rtm^nt Professional library und to Inform »ta«
of available information, . l* \ c
. . Arrange for preparation of an annotated bibliography on sex Was to b«dl«*
^friVutMtoa«Bthooldte^ V. • , i 4
Career education progirams m ttO# being developed in elementary grades and
Junior high. In these programs nnd In existing senior high programs, the careers
must 1)0 presented AS available for both male and female Btudents.
or prac-
Thongh iirograms are homlrtall> open to both, the larae nart of young women
Prefcntfy in post-secondary vcK^itfonai training take fj^^^ Pjao-
lleM n^rtliW cdurs^^ showing that^U has beenjilven to
tradition roles. OlrVa should be encouraged to explore non-tradltlonal courses in
line with tUelr particular interests,- ..... i
The State Bo^ird requests the local hoards and admitUstr^^^^^
Develop career education programs for all students which recognise the neeo
for equal. t> of otn>ortunlty In career choice regardless of «ex. ^ ■ ^
The fourth major concern of the Btate Board of Education Is to provide in-
service training for teachew, Counselors and administrative and supervisory
personnel to help tbeuj recojtulase practices of stereotyping and prejudice and re-
adjust their teaching methods and talues to end the harmful practices.
The Btate Boa r4 requests the State Department to \ ^ ^ -
Arrange staff meetings to raise the level of awareness of all staff tnembers.
Include components on sex blss In education in the conferences and workshops
sponsored for local administrators and school board members. ;^
Encourage teacher-preparing Institutions to Include Inforhiation about Sex bias
Inpre-mvlceandln-servlceproisfrdmsand coUMes. . ;
The State Board requests local school boards and administrators tos ^
Provide ln-ser\lce training for professional and supporting staft members on
^^*The^State^^ >iot>es these steps will bring Minnesota's schools
cl053er to the goal of equal education and employment opportunities for all.
Adopted by the Minnesota State Board of Education, September 11, 1972.
lOAHO Commission on Woman's Pboobams,
Boise, Idaho, July 107$.
Ms, Joy R. SlMONSOW,
Empioi^cni Security Buildina*
DeaH Ms, SiuONSoN : On October 14, 1072 the Idaho Commission on Women's
l*rograma adopted the following ! . ^ , ^ n.
That m Commission support the proposal presented by Dr. Trump re*
garding Hep. MtnVs Bill No. 14451 on special education programs for women,
and which contains a plan for use of funds under this legislation , , , with
the recommendation that funding be in the form of block grants to State
Wome;^*s <!5ommlssions, which shall be responsible for the approval of
proJe<?t8 and awarding of funds, . ^ . .
I am also enclosing a copy of the Annual Report of the Idaho Commission on
Women's programs, which Includes this resolution on page a and a proposal for
a state plan for Women's Programs under the Women's Education Act on pages
iWand 27. .
, 1 hope this wUl be of help to you.
Sincerely, . ^ ^
Marjorie Rtrrii Moon,
Chairman^ Idaho Comihiion on Women's Pi^omms/
Enclosure
iRXCKftPTS FROM REPORT 0^^ THfj IpAHO COMMISSION ON WOMEN'S
PROGRAMS
Co^fuissiOK Recommendations
' BDtrCATlONAt DCVEtOPMBNT AND OAREKB OKOJCaS
That Commission supports U.S< Rep. Patsy Mink's BUI No, 14431 on spf*
eiai edu<^tlOn programs for w^men, and recop^ends tMt the ^undl^ng under this
: hili be |n the form of block grants to State Wonien's Oommlssions, which shall be
^^bnslble for the approval of projects and awarding of funds*
IC
263
A PAOt^OSAL rOft A STATE PLAN rOB WOMEN'S PROOKAMB UNDKK Tile "M'0MkiN*6
KUUCAtlON ACT OP l»Ta"— II.R. 14451
1.0 Subml8«ilon of State Flan to National Atlvlno^' Council as pH)v!(1e<l i)i the
2.0 AduUnist rati ve information
S^upervUlon of the Administration of the State Plan 1$ the;
Idaho Coumld^ilon on Women's Programs
State House
UolMe, Idaho 83707
8.0 Policies and Procedures for selection of Projects and Programs
In accom|)llshlng this, the Conuuisston ^Ytll consult with and consider npj^li-
cutions f rou) the following types of organliatlons ;
1. Colleges and Universities*
2» State Agencies having special information and experience lu Idon*
tlfying women's problems.
3. Povtrty aKencles.
4. Chambers of Commerce,
5. Heliglous (A'gaulsations.
ik Civil rights organizations*
7. Women's clubs, group organizational etc.
3.1 The Commission will annually write an Amendment to the orlgluni State
plan specifylikg priority areas to which project proposals^ should be directed*
Priorities will be determined by a comprehensive needs/want^ Statewide
Survey.
3.3 The procedures to be followed in the selection of programs to be funded will
be!
3.21 Development of project proiK)sal by the Agency and instltu-
tion(8) aud/or community (H) etc.
a22 Submission of Propof^ed Project to Women's Commtsjslon
3.1^3 Review and approval of Women's Commiss^idn
3.24 1i\mdlngo{ the Approved Program
3.25 Program Implementation
3.20 Progress reports to Commission at Quarterly Meetings
3.27 I^lnat tteport to Cot^imig^ion
3.2S Evaluation of Program by appropriate task force of Women's
Commission .
3.20 IMssemlnation of information regarding Project
SVMMABY
Matty additional details would necessarily be worked out in due time, Mrs,
Mink's bill remains in committee at this writing and no hope is forecast for it
emerging in this session for House consideration. To carry out such a Plan would
re<tnlre a fiill-tin)e Executive Director for the Commission funded (hopefully)
by Congresswoman Mink's legislation.
Appendu II
EDUCATIONAl TASK mClB
During the 1971-72 year the Educational Task Force has had four meetings
and a number of recommendations and programs have been presented to the
Women's Commission.
In February, the Task Force requested the Commission to ask the Human
Rights Commission to investigate hiring practices regarding women with refer-
ence to recruitment, employment, promotion, dismissal, salaries, tenure, and in-
stitutional policy within the schools of h)gher learning and salaries and promo-
tional opportunities in elementary, Junior high and senior high schoolSi Including
the opportunity to move from teaching to administrative rank.
As a result of this recommendation, two representatives of the Commission
were appointed to Joint committee composed of the Women's Commission, the
Human Rights Commission and the Idaho Education Association to Investigate
such clii^crimination.
ERJC
204
Thw memWrs of tho Huk Force wer^ Appointed to serve \vlth the Uumjin
Rights Coinwl$aloa and the MaUo IMucatlon Association to Btudy textbooks tot
dtmlmlnaitlon Against Chlcanos, blacks. ^ ■ ; , '
Tlie Wsk Force recomm^ftdw that the Comtnissloii chaitman be authorised to
write Idaho Congrcs«meu In support of if.B. 14451 which provide^ for special edu-
cation programs for women. This was done. ^ ^ 1, ' ; ' ^
A brief report on letters from Unlveralty and College presidents >n yeepohse to
an inquiry regarding hiring practices, tenure, salary, and prdmotlc^n Practices in-
dicated that U\ every instance salaries were low^r, the percentage of y^tmn em-
ployed by universities and colleges is ainaUer and the academic and adminlstra*
tlveraukd are lower for women than for men.
I'he Task Fptce waa authorlted by the Commission to conduct a atody on stu-
^^xie'SjJuc^^^^ September 8, 1DT2 ahd set up the goals and
Identified problems as follows :
1. indentlfy problems in education.
' Kvaluate existing programs. ^ ^ « , ^
3. On the basis of the above, develop action programs for the Task Force
and the Commission.
Problems Idenllfted are: . , m .
1. Financing education. All sources of income must be studied. Awareness
of differences In school personnel must be given increased consideration. The
existing formula for distribution of federal funds must be studied with the
\ objective of providing more funds for states such as Idaho. The geographical
and spatcity factors must be included to provide additional financial as-
sistance, . , . . . ^ ^ \. ^
2. The need for career planning during elementary and secondary schools
and the desperate need for socialization (Including career education) for
victims of drugs and other types of problems. ^
At the regular meeting of the commission, proposals were presented by the Edu-
cation Task Force, as shown on Page 9. . . ^ .
The central problefn the Task Force will study In the future Is, ' The Stereo-
typed sex roles" Instilled In youth through educational experiences and pro-
grams including: curriculum, textbooks, Counseling, and sex identified courses.
Mrs. Mink. Our next witnes is Bernice Frieder, chairman, Edu-
cation Task Force, National Council of Jewish Women.
STATEMENT OP BERUIOE FRIEDEB, CHAIRMAN, EDUCATION TASK
IH)ROE, NATIONAL COUNCIL OF JEWISH WOMEN
Ms. FmEDfi'^u I am Bernice Fricder, chairman of the Education
Task Forco and national board member of the National Council of
Jewish Womejfi. The NO JW, founded in 1603, with a current member-
ship of 100,000 women located in almost 200 communities across the
country, is an organization dedicated to community service, education,
and social action*
For 80 years council membei'S have been activists in the cause of
aocial justice and in tlio |)romotl6n of equal rights and opportunities
for all. We are pleased to have the opportunity to express our views
on ItR; 208, the Women's Educational Equity Act.
NCJW resolutions, which were reaffirmed at our biennial convention
in April 1973 states '*The National Council of Jfewish Women boliovosf
that the freedom, dignity, and security of the individual are basic to
Americin democracy . . . and that any erosion of (individual) liberties
or discrittidnation against any person undermines that society. It there-
fore resolves to work for ana support measures which insure ^qual op-
i)6rtunity and legal equal rights for women.*^
. At tho Miii^s (COriveTitldh, cotiiicll wom^)^ iils<i t^Rjfii'ined ftri6thef basic
couhd j^oliitlon't "The NCJW bfeHeves that Airterlcan dotnoct-Rcy
depends on a strona system of mtbUo edilcttti6il't6 develop tli«i hlghfest^
liofefttiftl of thd'lrituvfdUftl. EqUfll rtc<!e8^t0<itiftlity cdiMtlonal8^rvl(fes
18 ft fujulftmontnl %ht fol- hll IhdlvldUftla.'' - . ? r .i
;Sirtc«6 tOM; the mtiotial Coimcil df JeMsh Women has heen a;n ac-
tU'6 WkrtlclpaKt in the WIC?S woittm (Wom^n in Coinmunlty Sei-V-
tvhemh fcMcIl volup^
other orWnliUlons to teetuit urid scree)J tens of thousands of young
womerij 16-21 yfeatsdf fiEle, for tM JobCoirpi ' ' - v*^ "
AVe hav^ 'ftlsd help^' those girls, Vrhd Avere rtot accepted for the
Cotpd, ais A^ell as th^, returning f roii^ tt^ining; to their home cotn-
munities. this involVeMent has shbwh us ifrtost forcefully the s^nous
inade<iuaded ^»^ th(^ edtlcfttbh and traihlhg avai'-'Me to thMe younlj^
women. ■ ■" ' ' , ' V' ■ I " ■ ■ '
Ouf flr^-harid experiehcd With the plight of uhderedutfated, poorly*
twin^ Wdhieh Was furthie? strtirtgthehw and estehdw by the recent
NOjW national study on day eat^ hpeds, publisKfid und^t* th^ titl^,
'^Windows Oh I)a'y' Care." Here 'w^fouWd wbnten trapped in^oveity,
not only by their lacl^ of educattohal and marketable skills, out also
by the absence of adeouate child care services for their fainilies. ■
For decades, ctiUhcil women have spokiBfi out strongly for legisla-
WM to ^Krahtee %Ual opp^ tor all; to jirovlde bettei^ edtiba'
tiotii iprogt^nis for the disadvantage foi* cohiprehfensive ohlld bare
services, for b^ttef h^lth cat«j ftridfori^ oth^ pwigWir^
deslM^d to hW "^V*^^^
Eqiilty Act lOTd'
cointlrtulng 8tirtiggl<^ l<>'atta sofeial justice fWall, ^nd "we are happy;
tolidd dw Voice t« th;<N^^h^stippdiit it." ' ■ " ' ' ■ -
In bii^wtAii<i>n'f6r tM^ testiM'bn^) circularized methbets of '
th(& N^jjW K4ii<5a^i6^ Task Fo^^
legislatidri^Withb<iteidepti(>AvaUMp'<)i^d t<J'<Juf;
query, "Should NOJW ^Upp^H this Wl 1 » ; v , : , . - •; '
StiSk tyt)i<5Al^<to)yheri^ tim that- all i:^^;
(from New versey) ; *u Is v^rir importftht that th^ C6ftgise$s feoiitinii^
ta pftg$- irt(}ividuftl jbiecea of It^sl^tjoh heJpf ul to trbmdn" (from A
niejtfitj^r in Utiih) , So, $S yi)U dwi see,, ovu^ t^iridttjj^ refl46ts the fiittidy
ami thinklhg df a re^fe^hta^lve gt<>up df cpMcii >voipeii, ^ ^ - ^
This bill As pr^nUy c6r^itu^ biroicj sb^-:
trtirn of ptogtattis arid activities, Tt liste 16 major abtivities for which
funds /pay be appropriated, and it fiirtbei* prpnde^ that programs
cover stuqents from preschool through hiffber and adolt edueatibji/
We do not dpiibt that every projgram listed in the act is important
and needed if the stated goals afe t<> be achieved; however, \ve must
obsem that the legislation might be more effective ir the purpose ihd
scope of the sugg&sted activities were somewhat limited, and wete
c6uched in more modest and realistic terms.
Certainly the amount of money requested would suggest a limited
undertakings at leait in the beginhihg; Although vee wduld agt*ee thit
266
legidlativo flexibility is c^ntid if innovative practi^^
tlons are to emerget Me ix^gard the scutter-giin approaches often con*
fusing or even counterproqiictlve*
We hope that these hearinfi» will result in modifications of the legis*
latton to sharpen its focus. Tlie National Council of Jewislv \Vou\on
wouid recommend the following three program areas for initial em<
phasis; (t) The development^ demonstrauon, evaluation, and disV
semination of mw and Improved currlcuhmis and materials, (2) ap-
propriate training for those who will use the new materials, and (3)
education of the public through the prenavatlon and dissemination
of materials for use in the x\\m media ancl other publio forums.
The National Council of Jewish Women is pleased to note that
relevant programs of nonprofit agencies and organizations nnvy t)e
funded under the act, The potential of the private voluntarly organijsa-
tJon to change attitudes and contribute positively to solutions should
not be overlooked nor vuiderestimated, Snnilarly, we strongly appi'ovo
of the active citizen participation as contenmlatcd in the compofition
of the propoeed policymal<ing Council on Women's Educational Pt(h
grams. This is in consonance with our i^solution which pledges NCJW
members ^*to support greater connmmity participation in educatjional
affairs,"
>Vhen the Women's Kducation Act of 1072 was introducecl on
April is. 1972, Representative Mink called for a reordering of na-
tioual priorities, and went on to sav, "I suggest that e<lucation is the
Arst place to start in a reexaminatfon of our national goals.^'
The NOJW agrees absolutely, because we, too, believe that cduca^
tion is essential m any attempt to effect social change, We are there-
fore somewhat concerned to see that whereas the 197i version of
ir.R. 208 placed i^esponsibility for the program with the Commissioner
of Education and the Secretary of HEW, the 1073 vci*8ion appears
to eliminate the role of the Commissioner.
All responsibility for the program is placed with the Secretary of
HEW, even though the act provides in section 8(a) that the Council
on Women^s Educational Programs Is to be established in the Office
of Education. We question the logic and the practicability of tjiis ar-
rangement, and foresee the poesibiUty of serious administrative prob-
arising from this apparent ambiguity*
In the same section 8, subsection (b) provides that the Council
ChairmaUi to be appointed by the ]PreBident, shall be a salaried of-
ficiali whereas subsection (c) states^ "The remaining 20 members of
the Council shall serve without compensation*"
Based on my personal experience as an elected member of the
Colorado State Board of Education for 12 years, and as a member of
the National Advisory Council to title HI of the Higher Education
Act for more than 8 years, I would suggest that either all Council
members be paid> or that none be paid. *
The present proposal appears to establish two classes of Council
membership, with one "more equal*' than the other. Perhaps what
should be considered is a nonpald Si- member CoimcU working with
a salaried Executive Director.
We would also raise questions about section 7(^) which authorises
tl^e Secretary of HEW "to make grants, not to exceed $16,00() ap-
hiially per grant, for inncivative approacncfi to women^s educational
programs."
267
First, m note ilmt the biU dota no limits on the total amoiuu which
can be distributed under this provision. Theoretically^ with the pi-esent
Wrdingi the entire appropriation could be disbursed under this
section,
Secondlyi while we wish to encourage the widest possible partlcipa*
tlon in the effort to find new and better techniques and programs, it
hf^ mix my eacperienco that small gr^nt programs sometimes a?rve as
a device to distribute moneys on a politfcal or geographical baslQ in
ordet^ t^iat every State, or every congressional dlwrict, will have a
shate <^f the program. ' .
Too often .the reeulta achieved from this kind of a gran| pw^ciiirt :
are ;neglidblei--hardly eriough to^ Justlf* the amwt ol paperworkv
required To process and mamtaln it, At the same thncf however, 1
would like to see this bill contain **an innovative'^ small gi^inte pto^
gram which is designed to aohieveihe doited yesultft i
jFlwUyi the NQJny hearaly ;apt)mw thote
wbJlehj (X) Provide totJrtuch'^needed o<k>rdih4*icft.o<^
cational program sctivitiea within the FedeipalO^^Vernment^^ (9) state
that the ftrnds granted shall eupplwneht, not supplant, preswtt^ fund-
ing of projecte and prog^ramaj and (3) i^i^vid^e for an aimual re-
view of the proiectaawistw 0: r N
We would undertcoj^e the necesaity for ong6i^g and realiatic evalua-
tio;> of programs. Particqlarly in this program, wWch is.OlsUoh i?e-
inendous importwce to, every woman, it is eseejntjftl that priojects
funded be productive and meritorioua in every ws^y* ^ ^ -
In conclusion, we wish to.thah^c the committ^ for inviting ' ii^
make these few observationa. Over many yeam KG mehwra hev^
demonstrated by word and deed twir; opposition to any fortn of dis^
crimination and their strong ec*iimitment to.equa^
for all. We, therefore, suppori; the Cftncept of the Educational Eijulty
Act* and hope to see the adoptiort of appropriate leglslatioh^
Mrs. MiKK. Thank yoti very inufih^ We appreciate j^oii^ tesiimony,
and most speciflcally the items that you have called our attention to
In the le^siatlon I think will be most helpful in the flnaj delibew-
tionsonthisbill. ^ V
To clarify the difference in the bill that waa offemV irt this last
session and this session as to the matter of i^ponsibility for the
progrf^Wj I vyould lik* to S8^y^ that the m$oh the chiinge WiiS hilaae^
was. b^ause at the beginning of thjs ee^fon thefe Mi a v^vg^tA^^.
tion in HEW with the Assistant Secretary of Education being named
and the rcepon^biliti^ for education placed <tt a different level, I did
not want to ignoi^ that i^larticul^r org^ chahge and, ihei'^^^^^
fc^re, made that change aSb in any legislation to conf oriii to it.
Mrs. Ohishom
Mrs. Chisholk. I have one qliestitm. On page 3 of your teMlmony*
you Indicated the three ai^ that you would like to see initial
emphasis placed upori^ In these thre4 areae, you did not Include any*
thing pertaining to the attitudes or the orientation of thoae who will
Imve the responsibility for implem^ting the program.
Perhflj>e you do not fS^Uhat is of edU^^
Ms. frofipfcR, Yes, I dp, t;<on^lder^ that as being part of my
fiecond-r-A said appropriate traJmng and the word, "appropriate'**-
1' used that r, ord advisedly to covir the verj* thing you Wive in mind,
' ■ ■ , aa-iw— ti— 13 ■ .
C ^
It id'not Just the Attitude 6i thbee whd tvill tiee the ftow mftterlftlrbr
\vho art.r^pohslble for it^ biit'I think it is thfe ed«<mtioh,' thd ftttithde;
df the (itibllCj artd I ^duld UftH with the attitude of women themselves.'
I feci very atrongly about that. That is why I incluvied the thivd !
pdrt; I thihk «e would see thftt as ft very important pt(,iii^ / - » '
^1 remarked In ouf'inost recent convention^ whicli wfts held ih Aprils
in Mlismi, dn the incrWidng nimbei' of youlig women \yh'0 are very-
actlVift in out organtzatlon nowv^U of whom seem to appear b be
deeply committed, Vei^y' much aware and deeply commftteid to^ thd '
principles in yoiir bill. They have a great deal to do to educate some of -
tlt<»it^ o^h n^fghborb to the realities of the situation because they are
not (i\Vttt^ of the situation; Tltev have hot even thought abd^ -
Mrt, GirtSHCi^. Thmk you. That is alt I have, ^ / ; ? . , ^
Mi's. MiKK, Thank you, - , ^
In the recommendations you made for emphasis, three a was of v
eriiphasis^ wet^ you speaking speciflcally of elementaty' education^
secondary, higher, adult, or are the three recommendations you make ^
applicable to all levels of education f
'm* fms)tn. They are applicable to all, I would hope that we dO
give consideration to the elementary and secondary levels, I think the
tendency has been to emphasize at the college levels and I think the
attitudes begin teally in the home and I would like to see it begin In
the elementary schooL ; v
Mrs, MtKK. Thank you very much for your testimony.
I appreciate vety much your taking the time to present the views of
the Council. , ;
Our next witness Is Ellen Morgan, Ociordinator of the Task Force
on University Compliance, National Organization for Women.
We Welcome you to the committee. We have your statement, which
will be inserted in the record in full. *
You may proceed any way you wish.
[The pi^pared statement follows:]
SmEMCKT or Ea£N MOSOAN, COOBDXNAIOB, 7A$X FpBCC ON UNtVESSITT
CoMmA:^cE» Pmncbton, NJ«
Tbank yon for the opportunity to testify for thc^ National Oij^anteation for
Women concerning th() women's Educational Eqtfity Act of i97S. My name U
Blien Morgan. I attended primary ar^d secondary ^hools in the United states
and have earned l>achelor'8, ma8teir*Si and, doctoral degrees intJS* universities! ;
ihixh ii seems fair to s^jr I have sampled a reasohat^ly larg^ chunk <y( the US.
edueaHonal «y«tem, And 1 think it U Wporfcant to say that it Isth^ eari)eriences ^
I have had in that Bystem, as a female student and as a female facqlt^ meirpber,
\Vhich. tMfether with a str^^nf ^mmitnient to the ac^dwt? ii^^t hate motlrated
toe to t>ubluh several article on e4uai ^ucatlofial ppp<irttii>ltj' for women an^
on women in tay fleld^ Uterat^lre. and to wrve at cdordmator or KOWs'tifliHohkV
taftk Force on University Compliance. My testimony today wlU reiwrt 6n^frte ^
oi NO\r« think! nsf a»d aetlyities in pursuit of e^ual .opportunity f^t $lrl<! ftM
women ^t the varloos leyela of edueatt^n, and In.som^ spidaUted <treas, i^uph a?
athletic^ wntlnuliia eduww, a^^ ^ - ;
iM m b^Stn with tb* eoHvitles <?f oqr national Taisk J'oree on »lf hjentatt and
Se<ioTfldafy Witicatlen Dlsorin^ln^Uon, headed by M^. Anne Orkntt Sif 4Wh Street,
Proowyii, J^ew York As Ms. Oraniean attest, NOW |« one of the orga-<
i n\i%ilonB currently docnJiieflpnI|r eiementaty at)d ^^jxintf acibpol j^et dlscdml-.
MUon at the lo^i level. M^iny* of ottr Qver 660 chapters ay> filudyt^s t^e ptoV
lem ef pirejudli^ in early edudailon, ehlldren's teUvlMotii t6yfi.'t^^tlK>oks, aipd
*¥id!^tl«(dal«. They are detelopin^ nop-diicHihlaatort Mdd^}^ fo/ ithletj^J ptor '
t^miiu, ^TOCatlonal training, and courses lo phop, home e<^noml<»v hiitory^ an4^
269
for teachers and counsetors, They aro developlctg p^dgrama for iJt'egtiaht ^ludentd
ar^d w (Dldei' women who a fieoond at^irL yhey dr^ studying Mt^ertr bf
dUiJrtmJrtatlou tn the Uceh«lng, evaltfiHoh; and prpfeoHoh or t^icher^ ^lii^ Ih
th^ dp^ration of te^chei^' unions, Iii Bhort/ our chapt^^g'at^ pWvldl^
aM coftH* «ef vice v/hich \te believe to be the public re^&jnfedblllty of the Depart"
"M^ ^1 Ji^^^tb, ElducaUoh, atid Welfare, not of a Toluhteei* prgaAli^Ktibn Uke
NOW. Since we haf^ a percfpUoi^ ortbe.j^^^^^^
eolted, Sto hope tb^t otir abilittea and tho6e of others ^ifi his^ve deniOn»trftted
tho «afiaie;ooni^irh ti?ill b^ uUli«e4 by HF«W. But 'oti our Ovfrti; l^e bftVe tfeith^r
th^ pbwei^ to elicit es^ntlAl irifonijatlon froril the sebootft/ not tfie fiii^dlnji tb;
mm$i thjn lisw v6m mr m
AW*rtc*ryot^feotl«i^^^ _
and Whicb^ r^<*JvW Wde^ir^W o^v^fai^ the A\i^tHin pfeiia » the
Ohl««Ji):Trtbbftii Ahd^tb^^^^^ Yo?k Tlni^, fibd frdm tl^e mtmt t<f; t>to(iy
Circle, (i brpugbt 5^th iaf t\^'0 jp^ateta display^g aom^ 6f th^ prm^
pingi/wdwtn le^^rth^rwhyotif
tmiJ^iimi mr WvMimMt to dlstrlbn w to ^yfm, nm^m ins^b W4teHAls
a(f this d6^entai'y wd t>^ flrrt:!^ rti bias Iri th0: pubHo Weh^^^
whteh ttw published 19 1071, attd which ri&^eeivW fr<^rt p^irenUi^^^^^^M^^
the mi#e«i^^^>^^ bfl tb^ mm 6f Wotoeh, aM Oortfirre^^^ r
as^ *tt^»|)t!titf tM loiiV
Iegi$ifttlorti:in:c<^^^
foT: infortiSatJopt 65; dlscrimlri^tiott th^ sirf^ei^ With th*
recent ^tefailon of tbelr JurlWiotli^tt t6 fa^Jti' ;6eiN»nhel Iff iWHicUliif mih
il?i^^olei
pt^fea$ipnai scbooljs ? and holding coftfereneoii or i^torJ^l^ (<i irtimblat^ thinklM
ett)<^lly^^ of wp^b, oh tht ^Uesti6n of ^hat^^^ Add Wf|:
foH ^JUaHftj, hli^er^^e^ H iikfe^h teWiif of ^hiit^Id be
iaugbt^wH^ ^achera; to wb^f $tt<d(^iit^. i^th i^bfit ^oWs
in tolnd. Hoy ^o^ld the edticdtional Inatleutidti ireWt^ to all t^^^
\^ith or tottobW by U-fqcuUy, atudetttar*dminl9ti^
^Juwaa/a^jd faooltr trtrea,
270
tied Into >coftO^^ aud other fitructum of the lari^r locletjrt
V ifWtjroAW 4«tf of 4nd dte to each of U« componei^t aeotowt women have
ao t%]it Hi nm ch4h<^ 16 paTttdpate in determlntug the chAracter ati4 leitiirei ;
of tM hitter MtioaUon aystem ihelr taxea support} i^ucb ^ a^pipoeium codld stve
thetu k to otfet their lhafgbta aod luggeftlocia la atHftoaphere receMlve
to their ^ht.Hbut(ona< Such a ayiiippflum ooum a^o examloe^ how antl-femtnUt
abd 0ther>hii<!i(i ei^ eix)b0d<l|f4 in the ajwumptlonn of e^ch dl^lpllnie, Sut iToi^
lii(iMfjf^titijr..thf pi^ dddreea tbewieivea, to (ireeujii ft>«[^pet^
PoelUte liBiife to^^ unly^raUl^ couWr at their Indlvldttal dUcreMort/
yj^^^<}P}iH}^ foJ: peopje to atrlv^ for lijeala when the; haje wo cUarJdea vh<ir
their application Wotiid a^an In concrete, pra^ficai Urn^n. But ^ thoughtful coi^v
aldenttion of , our current c^onc^pta of Wghfr educatWii: Wd icadtmlc prtcti^^s
ooWd help iw^^ perfeuuel (o uBderatAbd bovf the umI- i
?er^lt)e« ^nd indinaufirdelda are presently limits hy^^iea, Apd hV helping
tbioa Identify thea^ such a coimldi^ratlon <^tjud yire atternMlvea
which i^utd uUtm^ielr br^ all clo^r to the hutpanUtlp I4ea) the ft^adep^jr ^
bftatwiflonalIy<*eW*bed< ;^ \ . / - : r^ ^^
Opfi of^ our ouier <|reap)lt ui ti^ eathaUahment of in inatitute for at^dr reiatln| ,
to wom^nV proWema AM t^ramtlvea. Such an In^lUut^ could aervo a numt^r ,
of ^ucb-nc^ded ^lhcMotM^ i^(^ck|ael/ allied with the foat^ing o^ educational
equity rot women. On the service level, it could be a clearinghouse for infortnat\on ,
on jthe innumerable pr^iectji concerning women now being done. WhU<^ P^i^aln^^y
have found the pl^aaur^ in the chase rather than In th^ capture, AnyoBe who has
ever tHed to trac]c;dowA j>i(^liograph)r and other resouite^ in (his area knowa
more than ihe, or he wishes to know about the delights of tnaking endle^ phone
calls and writing unwieldy numbers of postcards and letters to piacea aCros$ the
country and. even around the T^orld. There is something Manttedly' agreeable
about having to kn^W everybody in or^er to know anything, but [there is a veritabt^ i
renalssanee of creaitlve thinking and scholarly and artistic production and other
such activittea going on in the wake of the \Vomen*^ movement t(>4ay» and it Is
obvious that a slsabieiBegment of our country*/! ponutatlon. including both females
and mal^s, is eager to Ic^rn about at>d share in thU development^ and cannot do
so oh this ^harming persop'to-person basis* ^
iSecondlyrrahd thla is the b^utiful, magU part of our dreamr-au^b an Inv
stitute could pr6vi4e work apa<ce and facilities and a sufi^rtive climate to some
of the various people who arc the- renalsaance. There iSj at preoent^ no place, no
ap<Ke» in our society where women can go to think, to wrestle with their demonsi
to creater^U the V^hlnk tank^*^and institutes for research and study we have
are places which are* . candidly speaking, ma|e-dominatedrmale«snpejrvised, and
male in tetthis'of financial aid, member selection, traditions, and outlook* What
is needed is not a place fron^ which men who are interested in thla work are -
excluded,' but place where wo^n are not the "others" or the "co-eds,** the
"alsba'* pr the tokens, where they are permitted the psycbotogical and physical
autonomy our society has never. be^fore offered them« Virginia Woolf summed it
up with a; down-to^rthness th#t may sock us in the solar t^exus of our romantic
notions about airtUtSt but is weU-calcnl4ted to disembarrass us of any illusions
about the ability <^f the Cre^itlve woman to be productive In a non-supportlve
climate. Speaking of the female as creator, Woolf s41d flatly s "a w<)mah must
hav^ money and a room of her own,'^
S<^e Of the work Vfhich would immediately be initiated at such an Institute
would be. without h d^ubt, social research^ Tiremendous chanies are taking pia^.o
in attitudes toward w^meit and sejc-roi^ in our society, but the traditional r€«eaeh
organisations are proving uuable to d^rlbe and measure theae changes because
their personnel dp not knO?v hov? to eliminate their own largdy unconscious sex
hlase^ from th^r researdi tools au^ inethods. In cohse<iuence, soci(^oAfy and
other academic discipilneii t^maju unable to incorporate IntybM' P«rvlW mtich
important new InfpwAtlon, and to an^ilyiie ite sif^^'^lcance. HighW <idaUfled fei^r
Im researchers are avalablo attd.eag^r to do this rewrchy are m Wng
hlttw bV.the trad tloWl org^nfiations and, b^sldes^ do hot tiOf to subiect the^- ^
selves W supervWW t>? ?Wl?^l^,ii^» w^J' ^ <>< th^ heatttrtt good mU
areMvertholesaJncllned.brthef^ ster^types and Convi<;tioiii! t^ limit the
po^ntlawthlsjfcypeoit^fttcbf > ^ , , : . ^
be.cajl^.'fthe oth«r 0i oi the,i^ry/«. fnihe discuiiion of the heed for women^s
st<|dl^ which appearaMow, j hatft.trted to deecribe the letual moho^iaHsm .
which at present cbaracteriJ^iea much of our ^4:oc^tional system because many
271
inidUioual assumptloAs In eich dii^dpliii^^ itii (q t>e<t&goglcal thlnklug eM prft^
tlO0. i^ile^t ^nt wHm\ u^t nam add stereotypes* Scholars at the iostltiite
would AM tho freedom to scrutinise these assutnptlona a^d to trjr to revise, cor-
rect, balance, and cowlete themj the freedom to do this is simply not ataliable
Within traditional academic institutions at presenti in term^ of either financial
or pajrcholOi^cal support. ... •
We entisioh this Room of One's Own as a place where scholars, thinkers,
artists, and other people interested in women*s problems and perspecttves could
eoui0 foi* Uibited periods of time to itork on specific projecta aiid research of their
own iHight and wbei^e varioua types of syinposia^nd otber gatherliiits cotild be
Md t<> generata and stlieilulat^ funheir #ork And we envision it aaa pierce where
othef pe<^tei {nciudli&jf both th$ general public and acadehilc ie^tid gOrfrciinentai
i^rsohneli could turn for blblloarapblcat and other inforn^atton, suggestions ^f
conaultatita, and &elp 14 idenUfylng and solving pirobltms reMitM fp ae t dli*
cHmlnatioti in education aiid th^ myriad related ae<^ora of our aoclety. Kobody
eti^ has liver tried JuW such an eiper monW to o«ir knowledge, in th^ hlstoyy of
dviU|(atlon. but we are undaunted* For we North Americami tend to prt<^e ouis
aelves on What we call f rohtler aplHt^ and oW WucatlloW awtew f^^^^
inceptldna bas atrlveb, howevet many times it may hatejatUto ^laiMU^ falledi
16 mh6df dem^iHitio ahd egaiUartan prtncipl^srifi ad Jetfemii i^td, ^;t|^^ |>u^se
of the pe4>pt^ Is the r^l si^t of sehslbllity/Vthen the institute eh^Vld aoon be a
y^i^alityr'-' ■ ' ' . ■ , "r ' .' ' ' ■■ ~ ^■ ' ■ ^. " ■
> ^ Jfo? Ml (^i ilm X>toi^ind^p^ 6i miMcm^m^
^c^^We c^n pi^vlde wltiingr talented; and dedicated w^r^efs an4 rea^nrce
il^Bot itor al^ ' . : ■^■■^■^-''^^^'^^^^^''1^
?o)f^ Oh W<^i»eh /tt'<,l^^^^
we oan provide wuiing/
e recetttyr fol*?d NOW |iati5>h4t T^^k
ch^lrohfe of which ja; Ms^ Jildy WWnrt
VpA is likewi^ mmliii tJiii{%mB Of jn^^taftve tkm<^ a|d;othe*
a|tivit(!», btit la s^t^^^ - - a . . - . t. . . .r . .7*
It is mm^ ft*d f<^r whicn
WlthUofslra^UnlteiWtyrttei
attitudi^; towarda. w^^ .... ^ .
WpB^ii ffOftli a W?ge^^^b^r of sporM aiid PMe^!on,^t:di|aw^^
with th^jii hoth new^^ cairted^^tmJfc^Se^i
-ddlfi<)^at fe»arch and 4i:^ti6hi>i^^ ^
<kmiiohi% , - - , , .
ContlrininSf SJdu^aHoKi fof Maturt I^WanV*^^ fi«)>tiKlC<^hMrM Wm^
>e§4^iSch Inim ot) phj^ljiit^ |etJc$,^iiM
m
In:ih(*id:w
r ha* iijW MCto
KraW% taO$ ItTij^mp^^ ijr^w tork, New fork i0(J;iJ»;
th^pUght of the woman;wh6. becap*^ of societal jj^atfj^t^ itt^
iiii riciwi pot^tty pawiculArt)^ hffe^ta w#eii, W^^^^^^
belief Ihaiwomen^^^ tWji^teW.tWt
cateiC in pref^i^hce to. of to th^ ^^^du^ioti Of woineW 0lt
ioUege or has ^iot <<ompietea a degreei has u^t bluett
lihidy and ((k>n9Jd^ratlonv tfila wom^ by fhe^ ajfi^ ^i w
welfare, ot; if employed^ earning msWw^^^ , . ..
l>e the^a^^^ herself herfamily. Qftel> she canM
to rtiy ior her oWn>ducatlort. But without thO.0dij^*tioh» aho' faniiot ouaUf^ fof
a die^tly-payiAg Jot^ In addition/ e^Uttng j^^gti^ temt^ |o yjopk
/uU-tline ^hlle going to school b^cau^e Ibey do 40t prOtlde lufflfil^iit stib»Wlf»i
take h^r^^ p long to compict*^ even If rte 4n affofd to jfl/itHcu^Ate/ that )?hf
^liPoVfltjaHfy for a good job uhtij she fs uiUch older thW hett com^
theref or^j le^s likely to be hirw; iB^lftlhg progmms likewise m generally
InM^t^ate in termi of child-care and of the.Wnd -o^fle^ibiUty of deiilgh
wont t fecognlz^ the honie re^ponalbiniies wMch ^ha has AO aUetnat(ve but
; "f^!ftn;-.f -y--: ; ■ : r " ' ,u . ' . ■■■ ; ' ■,;.v -'^ : ;^ :
/rte ad hoc i-otetolttee has two projecta io iH plahtiiti^ st/ gea, One is a M-
tiohal dlri^ctory to inform' wotn^n, about aU bppOrtpUl^a am^ th0 count** fot
their continuing educStiO .. . * . . . . ^
encourage' th^ f
and better Jobs, • . ,
deffrtHP^^»»' A^^nc^^^^ academic reqhjremehta^ teijtu atlohi (h?y
wTlf'tii^^^ them to prepare #iistlciftUy ahd to saye lime and
ehei-g j? better spotit studying than charting a f^UnfJ-nbO^t oouf ^ through the
^^ifi5?<y&!^'! !5«tl.ttttlpMl »«>lo«>l,. A second project the <K>toi»ltte« ttio».
mm » w« ^t»mg ot wu^wTlhg |)er«wjftel 80 that WuW wS M
wMn ^,^h<>Wf5 coMldeMllon^o to wotaea'j continuing educi'
Hdb, At» mmy necdM, fltd call for Imttedlftte attentjon and WaMlil sup^^^
M^'ZA^%^ W"^^^ (VwmlUee to Promote WohmnTOK
•'^I'^i^H'i^ -il^l^fl'jr^^^ Bridgeport Avenue. St. I/juls, iio; mnTT^e
fMJs:?.S"t5*^'^M^t®i/^ thfl national Tpgk Force on E ementarjr and Becondnry
; ^'^5?««A Wscritt ihaln flljlS iTa son w H the ^ask Force Op Uulve>.
,«ddte« co(ims, Some of -Ua oW^^ are to heip^ b M, wonianl awowW
ment«. Into proPer pef^p^t lye in^to dlasemlnate valiiabfe. and hefetoforeWoied,
ln(orm.ifion;at>d wourcea on wonien. The Cpmrnlttee will aaon^UusF a
?i*^f,t^^;i«lkl**A''^^^ i?' try to convince you of t^e absolutely critical need
mtilH?/' w! S'^'W^*^? stut« w «n4 pepgonriel retraining" Slaybe 1 can « reyoua
ii;aa^^*a?ri^a«v^p5o%^^^^^
Mrtiapd paragraph or so. and made to se^m rldloulouB and unwoifianly, and It
ha»l>€en bard not p cpnclude that women have no( contributed much to clvHlEa-
tlon. J m not r^aljte tljat history aa we know It Is not at aU what Jt purports
*tr^'^2^'l^yif^^';^ ^'^^^'^ activities of the human race-^but rtfther,
a record of>hat hijloriana have so far thought It Important to mentlon-^tfie
^YVS, /o^W^ta, and technotogtcal developments that were the bu$lne$$ of a
Pf??^f?^5?1»P'*Al**^?f4'^"^ not nece^rfly more gifted or more worthy/few.
vlrtoaliy All, Ufte the historians themselves maU^
^Sfo one talked about ih^ fact that women, subject not only to uncontrolled arid
often dangerous chUdbearing, but more Importantly to oppressive legal, economic,
educational, and Other dlaadVan.tage0, were not permlttMfo engage In the^e activi-
ties. Nor did anyone talk about the many Activities In which women and other
powerless people—^ majorltj^ of humankind*^id engage, and the achievwehts
they^managM to accomplish despite enormous handicaps. We were deprived of
our heroines, and only now (as In the aforementioned ddcumentary on our for.
mothers) ate we bfglnptrig to reclaim theiiv, and with them the modela of e3c-
^lienc^ and Courago and large-hearted humanity they ofter us all, ^Omen and
men alike. It is imperative, before any more damage Is done to women'^ self-
esteem, and before any more cOntempl Is substituted for the truth, that new, more
objective tetts be Written, new research done and communicated to the public,
and that funds bo provided to make this work pof^i^te.
Our College psychology and sociology textbooks were full of sex^role stereotypes
which insulted and shamed my sister-students and me. According to these dis-
ciplines, a female was not '*norpial" unlei^s she was passive, narcissistic, masochts-
tic, and found complete fulflUment in playing a subordinate role within the cot|i
fines of her husband's home, how many boys would go on to become doctors,
lawyers, etc., If we told them U was wnmascullne to achieve or to participate
actively In the world outside the home? Pow many would And it easy to restiect
thetoselves If we told them that by nature they wer^ characterlied by tralt& which
our «fpctefy desplses^-Uke timidity, dependence, etc.? I heard in my class^
nothlni( about condUloping, or about the characteristics which p^pp!^ who are
under the <?orttrol of other p^p!o— s/aves, courtiers, lower-rankfng soldiers*
tvomen^-adopt in order to survive I heard nothing ^botit how p^pie, if kept
down long enough, are deeply atfected by soclety*s estimate of their c^pablUtles
and its narrow expectations of them, afld coos^tiently hjive low levels of sel f-
esteem a,hd^e]f^nfideufe, i|nd aspJratlOJ|S vrhlch are Incongruous with their true
pot^iitl^k Jt (s imMr^tivo that 'a new psychology and sociology af women be
d^tejop^d and taught t>etere any more hurt ladoiie, any; more wounds inflicted.
.An4 mon^>.i«>Med to support the resej\rcb and its dissemination.'
Art eoWseji dean wjlth , works by men, conveying thfe messaw'^hat,\vomen
Jt^M^f^^^^S ^< P^^^« cr£tlve;4rtlfit8, an^ cOntjril^uHng^f shb^jng
J^kaftlAt'ti^r^pwtWO Oftly, to the «er^tj?ip hgj>f. women a^^MhctWftA o|
maio nntaslee* The fact that women have etcellea in all the art forms tie
273
them waa comptet^ly bypamd. did not leatn that women were rarely allowed
to lie ai>pretitlceg iu im greut studios, wher^ their male counterpart* received
their tralnltig» or to draw from live models, nn their brother artiata did* Nor did
M^e learti that, for all that women's art, like their lives; was tied to the serving
oi theif families' ne«d% the tapestries, lace, and numerous other things they
m^de for use In their homes were not one whit less beautiful or valuable Iu
tonus of skill than the statues and t^atntlugs which their brothers made for
display in museums and public squares, Nor did we hear how the woman artist
. who ilid create statues or painting^ was, and is still today, crltlclied according »
to pejorative sex stereotypes and rarely able to convince museums and public
offldats to display her work.
Kren our mathematics and science textbooks reflected tbe negative cultural
stereotype of women. They contained implicit and explicit pejoratives aimed at
womenj and still do; one enterprising ninth grader from a public school in
:Montgomery County, Maryland, has Just recently anal)^^ed her algebra textbook
and found It unsatisfactory. In a memo to her principal, she explained that la
word problems involving large sums of money, the subjects were male, and that
the only problems with female subjects dealt with weight, age,,or hair color.
The mate subjects were, moreover, distributed among mns occui>atlons and
engaged in exdting a^tivUles, whereas the female subjects always were houiie*
wive^ or club members and Invariably immersed In the sewing of cl<)thes
s^tereptyped activities* '
And In my own field, literature, aiin all the oiherst there was stroAg evidence
that profes^rs acd anthologists and critics often viewed women as a variant
and Inferior form o< human being. Women^s works were rarely read, and critic
. dam of the few works, that were studied was fiill of sex itereotyoes. We did not
learn thi^t plenty of '^normar women were bpred, restless, and often desperately
angy aboUt, and hurt by the demeaning restrictions placed upon their freedoid
and the lack of challenging and tulflUlng opportunities offered to them, l)e<?aui^ >
, we did not read the Journals, letters^ and other works they wrote while being
actively diacouraged from wriUng poetry, dh^^
quantttl^a of both enteric and popul^ir literature have been devoted foir cen Juries
to tirades against women, and t6 claims th^t they are jinferlor and even evil
human beings. We did not consider how sueh mlsoj^ny must have discouriAg^
piany genuinely t^lente^ women from trying t<^ use their talenta outside, tfee
preacrlbed female sphere* nor did we consider tbe consequences of the fact that '
. much literature today exnlblts the same misogyny. We did not study the Images
which writers Imve projected oi women In terms of the stereotypes by which
, the^ writers were obviously influen<ied, t^tially, tve did not examine the medium
of the art of Uterature-Mangnage-^and thus were not made aware of the male
orientation's skewing of Our perceptions of women and men and the world >e >
. share. ;■ '
^And tvhat about the advisors and teachers who are still telling y6ung women» aa
one Or mine told me, "You have a wonderful mind, it V toO bad youli jusjt get
married'*? The fac^ that these nie^h are often auperb scholars i^M gifted teachers 1
and warm, sincerely concerned mentora only mak^s their tiews the ^nore con-
vindng, the lesa easy to dismiss, although, in tbe end, perhaps, what they teaph
ns of independent thought and humanistic ideals enables us to waken to the trtith
and act. But surely many of the people in positions of such respohslbllity and
power need training and guidance in order that they be made aware of the bias
they project and its deleteflous effects/
And add to fill these foregoing details the facts thatt the ^?ports which ^ere '
supported throaghout our education were those in which malea ex^el, so that
w were left Unaware of our own athletic potentials and cheated of proper
physical conditioning; that the teachers >nd administrators who were hired/
proraotedp and tenured were overwhelmlnglj made, and therefore, not sufUcletiitly
useful to us as role models; tha;t there vrere ^luotas completely unrelated to
merit for the admission of women students, especially at the so-called "best"
schools I tbat guidance and placement counselors discouraged In us signs of
commitment to our own autonomous development; that schotarehlp and other
funds went mainly to males, despite individual merits, thai chlld-oare and
routine medical services, non-punitive materity polldes, and equal opportunity
for obtaining housing, and even equal pension and insurance coverage, were not
provid<»d to female faculty and staff, or parental child-rearing leaves to anyone t
, that anti-nepotism rules constituted rfe /ac/o discrimination because they re-
sulted In failure to hire wives ; and that, as the reports I am getting from all over
the country all too depressingly Indicate, very little has really changed even In
274 ,
the piftt rear or $0. And then let rae UBk yon to consider for a moment a wUe
tWng NIetMclie (who Mid a number of deddely unkind thln^t aboot women)
once said about education: •*lMter know nothing than half-know many thtngi/*
It mtns to me that It ta no eraggeration to tuiy that our whole educational
syKtew, as It exUts today, from early childhood through graduate levels, and
from the playing fleW to the counselofa offlce to the claB$room and \U i^xta and
testH, teaches both women and men to half-know, to know only the male half
of the Btoryi and thus dangerously and hurtfuUy distorts onr perceptlodB and
renders women less oble to api)roach the potentiate within themselves and to
share with men the bnrden and preclousnes^ of our common humanity and our
problematic society. It Is overwhelmingly obvious that what we need Is across-
the-board and deep-through-tbe-heart reform, end that to make possible educa-
tional equity for women, we must fully support and fund the work which liee
ahead.
Now let me address myself to the Quesition why the federal government should
fund this effort.
As I have mentioned, there are a few studies which have been done for which
adequate funding was obtained, studies which therefore have been as intensive
and painstaking as Is desirable. Besides the documentary of which r hare spoken,
there is a study of a kind of which we need mauy more, a study of the treatment
of women in high school textbooks, entitled *'yott. Won't Do": What textbooks
on ir,8. Government Teach High School Girls. Done by Df, Jennifer S. Macleod
and Ms. 8andra T, Silverman under a grant from the IVigleton Institute of
Vomc», It vy\\\ be published this fall by KNOW, Inc., in Pittsburgh. But other
Hlmltarly Important studies, when it has been possible to conduct them at all
duo to lack of funding, have taken far longer than they should have atid/or
have been \m thorough t^iau desirable. Lack of funds has meant lack of
fflcllltie«f, and the necessary reliance on totally volunteer labor, Most studies done
under such conditions have not received the wide publication that the Importance
of their content deserves, partly again for lack of funds, but also because access
Is f re<iiiently blocked to the scholarly Journals and other media t almost all of
these are lender the editorial control of people who do not reco^ite the
signiricance of the subject matter, or who ere critical of the lack of scholarly
thoroughness that was the result of lack of financial support. Some vet^ good
studies have been published only In very abbreviated form. In periodicals that
have very limited circulation j others are available, often only In mimeographed
form, from the authors themselves. Kxamples of studies in these categories are:
Frisof, Jamie Kelem, '^Textbooks and Channeling/' a study of five social studies
textbookfs published In abbreviated form In Women: A Journal of LiberatUmt
Falll96D. ^
Committee to Study Sex Discrimination In the Kalamazoo Public Schools,
'*Report of the Task Force on Elementary School Textbooks," **Report of the
Task Force on Personnel/* "Report of the Task Force on Physical Education/
Athletics/' **Report of the Task Force on Vocational Education/' "Report of the
Task Force on Student Oriented Concerns," **Report of the Task Force on
Selected Subjects," published privately and available only by wall
Women on Words & Imagect, Dkk and June as Victim: Be» Biereotupinif in
Children*^ Ueaden, published privately and available only by mall from the
authors; this study has been widely acclaimed, biit at no time was funding
forthcomings
Schmidt, Yjxt\ Robert, and Dolores Barracano Schmidt, ''An Analysts, Quantlta*
tive and Qualitative, of 29 Textbooks Designed for College Survey Courses in
American History/' an informal, unpublished paper.
Committee to Eliminate Sexual Discrimination In the (Ann Arbor) Public
wchools, Lei them Aipire^ Pled and Proposal for Bqut^Uty of Opp^tunUu
' Mates and Fetnafes <n the Ann Arhor PuhUo Schools, a detailed analysis of
sexism In schools, available only in mimeographed form attd by mail. ,
It f^hould be dear* then, that when nobody funds this work, the work suiters
in terms of distribution and/or quality. And numerous im)()Ortant Studies re*
main in proposal form only, due to the Inability of their designers to obtair) fund'
ing. Inventive projects auch as one being conducted by the Womeh*s Rights
Task Force on Education In New Jersey {under Ms, Jean Ambrose, 540 'UhOk
Avenue. Westfleld, New Jersey O70OO) are unable to expand and be publlclssed to
the extent they deserve and need to l>e. This Task Force Is setting up a directoi*y
of women in non-sex-stereotyped occupations, women who are willihg to visit
high t^hools and talk about their work, women whom studenta may call to dU-
cnsfl the prospects of women In that field, and even visit at their place of work.
VerIc ^
276
9ot wtmt About funding (rom tbo foundations and other $ucb grant-maVtng
bodies, you mki.t aak, Orer and oTOr again. the«e inatltotlqiw have been ap-
proached, and repeatedly thejr have declined to fund our ^tudlee, glrlng feawn,»
Along the Hnee of the following j '*We don't have any department Into vhl^h thli
itudy flti 1 we don*t have any category of fund* for this, »lnc^ It dotjd not relate
to ynlnoritles t stndiea such 6» this muit be approved bv the departtnent headi or
the head of the Institute, and he doesn't think the subject matter is importniit
Dtinttable for study/? Heire are deacrjptlona of several studies not being (ponv
ducted, becAttieoUnabUlty to obtain the neceasaryftfnd^^^ ^ r v
A twitch etudy <>t m etfecU of the "generic'' u^ of m^sculihe tm^
in elebwfntai^^ ind high sc^l textbooka, ^ gtant request turned down br*
- — „ * o®<?er,Jhe
ertect
pdajof foundation on the grounds that In the opinion of the grant oQ<^<
Fqntliinal q|e 6f teriBfa*^^^ »W '*hiw/» '^nfth^ Irt tfitboSks
b<^iiuse femAie M mi ia mu studehts ''undoubted!^'' unc^erstarid that the
tefihsH£er:tb<etnfiiel*^ually'' v^^^ . . . ; " . ^ ( ^
A 116,000 t^<iich sttjdy df the etfecta of $e3t-steteot/ned child ren's^StOHeiS^ on
eietnehtairy ncheol ehifdm th^ iwint fequest tuimed doim bf si toAjor foCind^v
tl6n 6n the g^ounde of the grent off^tn belief thftt sex-etefe^typed etorie^
^ ' mif rto elfecw on the childrtfi,' ^ ' , ^ > - ■ "-'^ - ; • ■■:-'y^>;M-''^^^^^^^ - ■
A 2-year, ilQO,000 conimtinlty study of the ways in which commuhlty nst tu*
Uohs^o^ towil*hlS^ rovijrhtaeat, toUce r depgtttteW, ^^hi^tlWWerJiWtlJ*
tiona. Wrt 45d «co:ata, jt<jrH(>emtua^ *eft?«i<^E§lf^MJ5iM^
in wmcn commnnfty gi^uM can su^c^f oily mng about (Je^itabte eha^
grant reaiieet denied on the grounds that Wch a\* W t^OuW
communities across the country, because ih^y would not have the ilni^Y^clal sup-
port pfovlded In the demohatratlon community, t ^ ^ ^ , ; ' ; V
Wnally. letme atr^w for your spe<^i>l cohsideritlon the^^^^^^ thati M UcK^^<^^
Of flnAHdi* the bWp*rftt]oii M such teiWi other funds
^ coming. Vnder TiU^ of the »dti<«tlonal Am^ndtfettU <tf 1^ (IHigh^r
tlon Act), miiiv tej^tjjiplts miy^aoon b^^^arW uttac^^
ne!«r teWbooIWi i^tailahie to, t«>le<^e the«o/ and i*^^ ^^^^^ Pfirt M
thel<><^lnWnUotf5<)f^^
me at this point alert ybu to an^^^^^
of groupe 8^ aa oura imuafc through wtegratM l^j* tW
oonteit of &i i^ma ?«o!^^'^^^
dlacrimlnattwjt ie^mj4tgne<lu^iy <m Avjsry ir<>|»t. JftjN^enUy
a very slnrtter deteldi«nent r other gr0oiye.Mte d
are uainj^ it to lUatlfy dlicrimiWti<>n l It^^lMyrt^^^^
as consuit^nta t^ eorpdrate employers :wh^ m m pmfM i^<>f^^rM^
to the Detfkrtment <tf tabbr why they ciSnnot lociiite quallflM
as the law re<iulf^ them t^ do I The public sch^oii^ ihey argHe/ fo/ ^ftiple, Wve
not prepajwi4 i^-etiaefl^ y^p^nslb llt^'/ If o^r ^^^^^^
$^ti t\mn% lt^ the total fede?*liy-»upt>t>W Com^ttiara^iT d(*?rimk
naUon, wither ftinaa tsol^M )itudl^* dona vHtMUt fedjirM
reference to A federal c^n^mitment to oquM opportunity in ^e^^^
crimination we e?cp<»e» lt^l^^4 being us^ t<> Veen wi^iu^n b?<;kj>h employtn^^^^
and other f ns>nts, will be seen i» Just: one wcet oiT jiu Qtmtl efltprt .t<Jt Imm
And solve the probfehi of disWojination agaiust women in our s^M^ty. ; ^
In addition, U muat be eald that OqUgrete' very c<*5mehdabl<i efforts to roitt
out dlscHmJuAtlon imitiAt womin in ^u<»tlon by cwtlw e^ual bi>^
legisiaitlou need to be i6jUpiieme«it^ by just auoh AcUtltie* M we Ar«' engafted in
and w<^uld ^ able aiid ea^^r to.dirry out on ^ much Urger ac$ie w^^
fuMlAg. Ahy-dlscHmlh|ti6h >We c^^^ Jn everr instiuce be det>ehded Ati^^^^
to yield i^t^ Vct Inataiice, Although Uat year Congt^ ou^^
tlott in publi<3y-funded edtt<»t}ott(il prograims under titlft |X oijthe' ^U^Hoji
Amendmentgof (Higher Bdu<Jatton Act), this law M Upt veMfttorce due to
HBWV fallurt to publish regulations, ai^d th!9 charges wf hm fllM
schoota that statid in violation of the law ar^ yet to be investigated. And, of
<toursev both enforcement agehdea and dtltens are more likely to Cooperate with
laws, thua redudng the costa and' problems of enforcement, when they have
eh6ugh of the kind of infomvation NOW and other groups are working to pro-
vide, to enable them to undewtand an4 reapect the intent of the laws. .
&for^ dbeingi let nie state for the record thAt It la NOtTs Contention that
eaual educational opportunity cannot be assured to all U.S. cltltens until both
extent and nature of sex dlscrimlnatiou on every level of educitton are
276
Uearijr docuniented. (And let us never forget that to deprive women of equal
edu<*fltlonal onportunit^ U to $o deprive half of every minority group.) Onl^ th^
OActf of CMucatloii has the poner and capacity to accomnllsh this roomentoui
ra^k. N*0\V ixHiueets that you urge that the Office of Kducation follow the recom*
mendatlon of th^ Prebldent'a Ta»k Force on Women'a Righta & ReaponBlbiUtlea,
M stated in the report issued 13 December I960, and conduct a "survey of dis-
crimination because of sex, not only In practices with reepect to students but
also in employment of faculty and administration members'^; such a survey, (f
of a scope and depth to reveal the signiflcant patterns and problems, will Enable
those who are working in the vanguard of reform to match with improved
e^eticy and accuracy of perspective thdr initiative, ihventivenesis, arid
dedication.
We in KOW applaud the constructive spirit of the Womcn*s Kducatlonal Equity
Act, and urge each of the honorable members of this Subcommittee to support it ;
the day that public funds are authorised for such corrective measures as we
have attempted to show are necessary, (and as we guarantee ther^ are willing
and knowledgeable people to design and carry out), will be the day we begin to
counteract with the vigor and spirit of our highest Ideals this country*s two-
hundred year heritage of Inadequacy in educating the female half of its people,
STATEMENT OF ELLEN UOROANi COORDINATO&, TASK FOROE ON
VNimSITT COMPLIANCE, NATIONAL OROANIZATION FOR
WOMEN, FRINOETON, N.J.
Ms* Morgan, Thank you.
My name Is Kllen Morgan and I sorve as coordinator of NOW^s
National Task Forco on University Complianco. I joined NOW one
day \y\\\h studying for my Ph. D. exams j that day every book 1 md
in preparation for the exoins put down women.
As you know, NOW is a civil rights action organization committed
to brinjaring women into full participation in the mainstream of Ameri-
can society, exercising full nglits atid sharing responsibilities in part*
nership with men.
Most simply str^ted, our basic goals in the educational sphere are
eliminating all forms of discrimmation against women at all levels
of educatiout and the reorientation of the educational system to fairly
represent the contributions and accomplishments of women, and to
encourage the full development of women as well as men.
Accordingly, we have set up within NOW several task forces and
committees which work for educational equity for women. Our fuU
statement, which X have brought for the record, was prepared from
material submitted by each of these groups. If that has made you
envision witli a shudder the proverbial camel which resulted when the
committee tried to put together a horse, let tne say a brief word in pe-
half of camels, and thus encourage you to consider the full rei>ort
rather than onlv this sunimarv^ which cannot but inadequately renre*
sent NOW's thinking and activities in the area of educational equtty,
Caniels, let us adrnU> are better at getting people across lor^g stretehes
of de^rt in record time than any other known llvihg beast/ And \i that
remarks helps to concretiise for you, as we have all tried to do^ the
f^ct that the TJ.S, educational systerti has a climate Whicli $^rch^^
woitifin on their journev through it and Is a tetraiin ungeherol^^^
springs to gnen^*)i the fematc traveler's thirst; then 1 hope Vou^^^^^^
forgive me for haying committed the iitipropriety of introducing a
camel into this august chamber. '''-r'^'
Om MV report co\;ers the activities of our Natloriif^l Taisk Forces'
on EJ^nientary and Secondary Education ; DiscHminatioh pn y nir;
277
verslty Compliance, and on Women and Sports, and of our Ad Hoc
Committer on Continuing Education and our National Committed to.
Promote Woman's Studies, * , /, t
Tho I'eport deals in some detail with the various projects in which our
people are engaged. I shall not here present a list of their activities,
lor its length would only try your concentration and obscure the
dratoatio wcltement of their commitment and conviction, the energy
taieht ahd astonishing inventiveness which they bring to their
■ w*ork« ■ .■ i ' ■• ■ ' ' ^ ■-. ■ -
But to give you $n idea of the scope and importance of their efforts, I
win mention briefly that they ate studying and documenting bias in
chHdn^h^s television, toys, textbooks, ahd audioyisualSi ftnd examining
pfttternf of discrimination in the licensing, evaluation, and promotion
of teacliets and operation of teachers* unions, ; ^
Members of these groups, located throughout the country, in 0^^^
ov0t6OO local chapters, are developing nondisctiminktory models for
athletic pit)grams and vocational tralnln^j they are trying to obtam
compliAn<iO with antidiscrimination leglslatiort fromi school svsterns,
col|(jges and unlvewltles, most of which are inexcusably rWalciti^nt
■and uncooperative. ■■■■-/.-^h. , V--.--^^ ^'^^^-^ ; - ^ =
V They are working on the creation of sound and effective ftfflrmatlve
action pUns. They are analyzing bias In standardised testei* They ar&
dev*>lopiiig resoi\rces to aa^ist mature wom^rt to obtjiin the education
without which they cannot qualify for decent Jobs. Ahd they have pwns
fof fiynpiposia and institutes to consider how to inod^fy but ^hole
educational systeri) so as to bring it into IJne lylth ..he demoeratle
and egcilitariari ideals it teache^i, but t^Wch do not govern its ttefttrttent
of females, v ■ ■ . '■■/.^•■^ -^-v.;
> In the isection of the report dealing with curricular reform we hivve
tried tb gW^* picture of what the Wmosphere wtuftliy in onr educa*
(Ipnat institutions and how the textSf: pedagwoai and' coun
practices and other factors ^ciit both female ana inale students with
cpntemt)t for females and dlscovirage feniflle student3 f rom believ|ng in
their capabilities and respecting themselve$, ^ i : - ^ i :i
We have; commented on the unfairi hi ving< lironiptlon; >ntinopotisin,
tenure, and financial aid practices, the admissions qviotiis bft^^^oh sex
rath^rtluln jn^rlt, and the de facto d}s<?rjmlnati6n mdting from In-
adequate child care, medicAl services, maternity provisions^ J^rid f rojn^
tiriequfiil pi^vision Of housing?, fringe benefitSj et cetera; hll of which
help tomake our educational svstem alien aha harsh; territory foi^ the
femaW student 1 teacher and administrator, and serve to demonstrate.
the/Qverwbelnting necessity for radical change of the kind toward
;'Wln.Ch We'ftl'OWOmngi>,/ ,/.r:^;,,:.-:- : -.V ' , ' ' v ^ > ^lv.^^v;: ^^ > ^" '
; these costly services w)tic)i we believe to be the
i miblio responslblUtA^ of the i>epartment of Heaith, E^u^ation, and
Wei wye, not of a toluhteor organijsation. ( , > > ^ ^ ;
Since wo have a clear pet*ceptlon of the pjoblems and a strong com;
mitment 16 see tliem solved, we hope that 0 those of
others >vho have demonstrated the sarnie concern will be ntlli^ed by
lliRW. Tint on bur own, we have neither the power to elicit essentlial
Infonriation nor the funding to expedite our work or publicise our
ftudihflg;' ■/■--'■■■■^ , r.'--'*-^
;Antji that is where you, and the Womcn^s Educational Equity Act,
come in.
278
Out* full report cont4ln$ information on the unquestionable succeed
arid acknowledge4 value of the few projects we have dorto for which
we were able to obtain adequate funainof. I have brdught two poster-
didplayg to show the worldwide recognition accorded our documentary,
"Our STorth American Poremothors,"
Also I brought with me and gave to the compiittfo some copies of a
pamphlet* "Dick and jane As Victims; Sox Stereotypes in Public
Schools,*' I thoiight the committee would be intcntsted in that.
But most similar proj(3Cts, when it has been possible to conduct them
at all) due to lack of funding, have taken far longer than they should
h(^ve and sometime haveb^ri less thorough than desirable. Lack of
funds has meant lack of facilities, and reliance on totally volunteer
labor.
Most studies done under such conditions have not received the wide
publication that the imi>ortance of their content deserves^ Mrtly
again for lack of funds, but also because access Is frequently blocked
to the scholarly journals and other media ; almost all of these are under
the editorial control of people who do not recognise the significance
of the subiect hiattet or who are critical of the lack of scholarly thor*
oughness that was the result of lack of flnancinl support*
Some of the most important situdies, then, get published only in
very abbreviated form, in periodicals that have veiy limited circular
tionj others are available, often only in mimeographed form, only
from the authors
Thus, when nobody funds the work, the work suffers in terms of dis-
tribution, and sometimes of quality. And numerous important studies
remain in proposal form. I have given you a list of ^me that I think
are Important that so far cannot be done for lack of funding.
But what about foundation fundings you may ask, Over and over
airain, these institutions have been approache<l, and have repeatedly de-
clined to fimd these projects, giving reasons likes "We don't have any
department into which this study nts,'* or "Studies such as this must
bo approved by the department head, and he doesn't think the subject
matter is important Or suitable for study."
And so the Federal Government is our only hope and, we believe,
the rightful source of fimding for several reasons.
First| be<5ause Federal agencies which enforce antidiscrimination
legislation have often asked us to provide them with information— as,
for instance) dn which criteria peculiar to the academic scene and used
in hiring or setting university salaries and ranks have an invidious or
disparafe isffect on women.
we would be happy to do the necessary studies, but not only are
funds needed but the Federal Government's power to obtain Ihstitu-
tional statistics and other records.
Secondly, both enforcement agencies and educational iust it utioits
are more likely to cooperate with the antidiscrimination hy^B Congm^
has passed, thus reducing costs and problems of enforcement rWh^n
their personnel have enough of the kinds 6f information NOW ftnd
other groups are working to provide, because the information will
enable them to understand' ana respect the intent of the kv?s c^hd the'
need for them* ^ " v,
Andj of course, these laws cannot always be depended upon in thein*
selves to yield redress. Although last year Congress outlawed discrlinf •
279
nation in publicly funded educational programs under title IX of the
Kducation Amendments of 1072^ as \m be^n mentioned, this law is not
yet in foi^ce due io HE Ws failure to publish regfulatlous.
An interesting sidelight in connection with title IX is thaty for lack
of adequate funding, the creation of ne\v, noil-sexist textbooks is being
neglected. Most textbook publishers have shown very llttlo lutorest in
financing their preparation, and other funding has not been
forthcoming.
Aiid> when title IX is enforced and many of the present textbooks
ai"© declared unacceptable under its provisions, there will be no new
textbooks available to i^place them. Thus, unless textbook revision iA \
funded now, a slgniflcant part of the good intentions of Congress in i
passing the law wTll be frustrated.
Lastly, there is another very compelling reason why the work of
groujpd such as ours must, through Federal funding, be mtegri^ted into
the context of the overall effort, supported by the Federal Government,
to end sex discrimination simultaneously on every fronts Recently W0
have begun to notice a very sinister development) other groups nave
di?x?oveml pur research ana are using it to justify di^rimTnatfon.
Iionically. we have been asked to servo as consultants to corporate
employers who use our findings in ordBr to explain to the l)epartment
of i>abov why they cannot locate mvalifted women executives as the law
requiifs them to do. The public schools, they argue, for example, have
not m^epared women for nigh-level responsibility.
It our activities are seen as an element in the total federally sup-
ported program of combating sex discrimination^ rather than as lso«
latcd studies done witlxout Federal support and without reference to a
Federal commitment to equal opjportunity in every sphere, then the
discrimination we expose, instead of being used to keep women back
on employment and other fronts, will be seen as just one facet of an
overall effort to identify and solve the problem of discrimination
against women in our society.
Before closing, let mo state for the record Miat NOW believes that
equal educational opportunity cannot be assured to all U.S. citizens
until bot li the extent and nature of sex discrimiuatioi) at every level arc
clearly documented.
Wo ask you to urge that the Office of Education do the survey rec-
ommended in the 1069 report of the President's Task Force on Women's
Right and Resnonsibilitics. If possible, I should like this letter from
NOW> dated October 10, 1971. to Hon. Sidney P. Marland, Jr., i^-
questing this study, to bo introduced into the record. I
Mrs. AliNK. It will bo inserted without objection at the end of your
statement.
Ms. MoROAX. We in NOW applaud the constructive spirit of the
, Women^s Educational Equity Act.
I think our feeling is the leader should be chosen by the working
membci*s who will have to operate under that leadership, and thftt in
their selection concerned groups be consulted— groups which have
demonstrated their support for this bill and for activities of this type.
I also would like to suggest that if we don-t compensate the entire
group, it is putting at least some of them back in the role of the women
volunteer wlio is doing work that is very necessai7 to society without
, compensation.
ERIC
AVe utife each of the honorjible members of this sufccommiUee to
subport tlio Women^g Educatiohil Equity Act, For our paHj we jfuftr^
iinlee )^ott wHlinfc Im6wledgi5awe people who, with FeaerftV fuiidirtg
i^nd euppdrtf ^iU do everythlftg' in their power to end oUr (Jountryi
S0O-ye$r hletbry of inadec|ua<^y Jn educating the female half of ita
people.
Thank you, .
(The letter referred to follows :]
Hon, SptflT P, Mamjlnp, Jr.i
Oj/ie^ of JSd^mhh, ^
DMa Oouiiioai6Nt:a Mai^nd \ Tbe National Organltation for Women is grate-
ful for the chance, to hav0 met withiou. and for your natetuent that the Oftce
of lidt^^ation should i;yartlclpiite as a leader in (be area of eabai educational and
emt^loyment op]>orttinlty for wooden, la the light of your Odce's Obvious and
sl)e<jlalri«po^sWUty to women in society* » ' .
. Oa l%mber 19* 10e&, l^resldent Nlxon'a Task Force on Women's Rights and
RepsonslblUttes releaaed its report, which alleged x '
Discrimination ta education is one of the most damaging injustices women
suiter. It denies them equal education and equal employment oportunity, con-
tributing to a second class self image .
Section 402 of Title Vll. passed in 1064. required the Commissioner of Educa-
tion to conduct a survey of the extent of discrimination because of race, religion*
colon or national origin. Title IV should be amended to require a slmUar survey
of discrimination because of sex, not only in practices with respect fo students but
also In employment of faculty and administration members.
Under its enabling legislation, however, the National Center for ESducatlonal
Statistics can conduct such a survey tctthout Title Wi heina amended.
It Is NOW's coritention that equal educational opp<>rtunity cannot be assured
to all Americans until both the extent and nature of sex discrimination on every
level of education are clearly documented, To deprive equal education to women
is to deprive half of every minority. Only the Office of jBducation has the power
.and Capability to accomplish this momentous task. Therefore NOW requests from
the Office of Education a conunitment consistent with its posture on equsl op<
l)drtunlty for women that the recomeudatl on of the President's Task Force Will
be honored^
The President's Task Force had a f u rther recommendation for the OfQce Of Kdu<
cation I X quote in part;
As a result of the testimony of numerous witnesses, which provided convincing
evidence of discrimination against women as students and as faculty and which
included many speci$C suggestlohs for governmental leadership action, the Task
Force concluded that the Office of Education should have a woman's unit, whose
director would report to the Commissioner, to give leiidershlp to public and private
efforts to eliminate discrimination in education.
The Report, a copy of which 1 include, contains many specific suggestions for
the functions of the unit. " ^
^ KOW present women's unit established in the Office of Education
does not f ulflU the terms of this ^^mmendatlon, as It is concerned not
women's edacattonal rights, but with theli^ employment rights only within the
Offi^ of Bducatl6n. As such, it Is simply the Office of fiducatldtfs Imptenientatlon
of its itqi>lredafflrmatlv^actlo!i program, ^ ■ v : ^ ^
; NO^^^^^^ hOiyeveh is concerned with the power of the Office of Education to
ta*^9}^^ 1^ dfty in school, to the awardwit of the doCWratc.^^ C
? Since it in newly within the province Of th^ C<tomi!EWon^jr OtMutat^
advisory comtnlttees ai^ de*ms u(^ssa^ Mlt
M Oppgi^^^^^ ffOW feels tMt the twfehie«^^ the
#l^li^JP^]S^^^^^^ ^^^^ advisory on MucMlohat;
PPMrttihlty Wr mm?n ofi the sftme As th^ piibjio S4?Uory comajllteSs^
^as fOi^tadal aM ethnic groMWi minorities, if s ilrst task should b<i to dtaw v
up a plan jtor the ^tabllshment of the women's tinl| described by the Task Force,
281
ThU Committal howmr» wtU no( fterte Ita purpose unlew It U compowKl o*
rcpres^ntttlvo^ of feminist oi^aiittatlons wboee major focua is equal righta for
womet), esK«ctaUy In education. KiA tuples of luch organi^ittons are the Auiericen
Assodattoii of Unlterslty Women, Women^s Baulty Action League, Human Rights
for Wooien, Cltlsen'a Advisors^ Council on the Status of Women, and of courne, the
National Organisation for Women*
We shall hope to hear from jou soon.
Sincerely yours,
Ann Soott.
Mrs. Mink. Thank you for your excellent statement.
I trust that having been invited to servo as consultants to these cor*
poratlons, you declined such invitations?
Ms. Morgan. Wc have,
Mrs. ChisiiOlm. This is nn excellent presentation, n very scholarly
document that really gets to the heart oi many of the dlfHcultieS.
As I listen to you, there is just one basic question that comes run-
ning through my mind, because I believe we have covered so manjr of
the other pi-oblcms with the other witnesses. That is, if this act is im-
plontenteci, what ai*c we really going to do with i-espect to the corporate
world, the banking world, nil of the business institutions and many of
our educational institutions that are headed up by men who have in-
grained attitudes toward women ?
I am beginninff to wonder as I listen to this tcstimonvi today being
the seconcf day, fif perhaps theit^ is not some place in the bill for the
injection ot a short-term program for those i)ei*sons in the world of
work who are going to be givuig the opportunities on n much broader
basis once this act wcomes law.
I would like to get your i^eaction on this matter. Even if we pass the
law,, if we do not nave all the funds to implement the law—you know
what happens when you get these bills befoi^e the different commit-^
tees hei^e in Congress resnonsible for the funding— the wonaen who are
trying to enter tlie world of work on an equal level still will not have
a fair chance unless those who have the power understand what we aire
trying to do in 1073.
I would like to get some suggestions from you, some ideas with I'e-
spect to this issue. It Is bothering me a little.
Ms. MowAN. It seems to me the section of the bill that covers
training of people out in the world, so to speak, miffht be helpful hei^Ct
But perhaps there is also one more suggestion that could be made,
and that is that, in my opinion, any group of people, whether it be an
educational institution or a business which has a contract with the
Government— perhaps that is the "open sesame" there.
One of the things yoii have to do with regard to affirmative action .
is get training, and if^ there was a program that we could develop under
tins act specifically for adj'essing the problems in the work force, an
attitudinal training progrnm, then that could be made part of their
affirmative action programs. That would be the only suggestion that
comes to mind at the moment.
Mrs. CinsnotM. That is the only question I have.
Mrs. MiKK. Thank you for your testimony.
Our next witness is Dr. Charles L. liewis, executive director, Amer-
ican Personnel and Guidance Association. He is accompanied by Dr*
Elfl^ine House, National Vocational Guidance Association.
Proceed, if yoii will. Dr. I^ewis.
2S2
STATEMENT OP DR, 0RARIE8 1. LEWIS, EXECUTIVE DIREOTOB,
AMERICAN PERSO^EI AND OHDANCE ASSOCIATIONi WASH-
INCHON, D.O., ACCOMPANIED BY DR. ElAINB HOUSE, NATIONAL
VOCATIONAL OVIDANCE ASSOCIATION
Dr. TiBwift. Mi's. ClmirwoniftH and inoml>ci'8 of tbo subcommitloo,
I (im Clmrlos I/jwis, oxccutlvc director of tho American Pci^gonncl
and Gulilancc Association. Testifying? with mo this morning on the
Women^s Education Kquity Act of 1073 is Dr, Elaino House, chair-
man of the university department of undergi'aduate teacher educa-
tion at Rutgers Univei*sity.
As vepi-escntfttlves of the Au\eric4\n Personnel and Guidance Asso-
ciation wo appiTciate this opportunity to provide the subconunUtee
with reactions to this l)ill.
liCt mo digress to say that as one of tlie rai*e male testifiers I want
to acknowledge input from Miss Jano ^fcCormick and Dr. Janet
Head who )»elpe^l me in pnttitig this together, and my colleague, Alice
Fins, w]>o chocked it for sexisn).
I would like to spend a few minutes describing the purpose of our
organization and some of the work we have done in the area of coun-
seling with girls and Vomen.
Dr. HonJ50 will focus more siwlfically on the bill and discuss the
critical need for a national conimitment to n\eeting the unique con-
cerns of girls and women as they move throujgh the educational system
and into the world of work and their full lifespan development of a
career.
The American Personnel and G\iidance Association has a metnber-
ship of 32,000 members. We have 10 divisions and 62 State branches
to service the professional needs of counseling and giudanco work
at all edncntional levels and in community agencies. Government,
business and industry.
On our membership fonn survey item on sex and race is optional.
As a result^ it is impossible to give a precise number of female mem-
bei-s, but we do know that of 20,Y7C members completing the item
last year, 0,8t)0 or nearly half were women.
Our concern for facilitating the devclonmetit of women extends far
beyond a consideration of our membership base. As a professional
organisation composed of counselors and jjufdanco pei^sonnel who work
in diverse settings, wo have a deep commitment to helping the people
with whom we work to be knowledgeable of alternatives and options
open to thorn for loading useful and satisfying lives. We serve an im-
port4int role in assisting them to learn to take advantage of these
personal options.^ ^ ^
In order to facilitate this developmental process in girls <tnd women,
APOA has tried to do as much as possible to sonsitizo its membei-s to
the unique concerns of girls and women and to provide professional
counseloi^s with materials that will improve their competency and
help them communicate eflfectively with consumers of their services.
At the pi^esent time we have a commission on women directly af-
filiated With APGA. Three of our 10 divisions have task forces and
commissions on women. The oldest, a part of the National Vocational
Guidance Association, has been in existence since 1968.
283
Among other aeti viHcs, they BbojiBoml two i))Ajor conforohcM struc-
tured to tdontify cAreer counftollng needs of girls and women and to
generate concrete snggestiona for meeting these needs* 1 have furnislied
each of you with a copy of their monograph ^^counseling glrJs and
women over the life span/' which stMimarlxes the mults of the firtit
conference.
The most recent one was hold 2 weeks ago at Appalachia State
University in Boone, N.C.i and in Joint sponsoi'ship with the North
Carolina Department of Public Instruction and the North Carolina
Commission qu the Kducatlon and En^)loyment of Women, and my
colleagues will be able to tell you moi*c about the outcomes of that
conference in her ivmarks txxlay.
Our major lourna^ the Pei'sonnel and Guidance Journal, frequently
includes articles about counseling girls and women. In October 1072
we devoted an entire issue to this ai^oa and I have provided your com-
mittee with several copies of this publication.
I hope that these two publications will help you understand the
critical need for more cfTective counseling with girls and women.
At our national conventions many of the workshops and papers pre-
sented jfocus on now techniijuea being developed for counseling with
girls and women. The research reports in such areas as girls" voca-
tional aspirations and the effect of sex role stereotyping on males and
fomnles arc disseminated to thousands of our colleagues at sessions and
iu subsequent publications.
Indeed, we wei^o honored by the presence and presentation of the
ironorable Congresswoman Mmk at one of our conventions this year,
aad Mrs. Chlsholm addressed us in Atlantic City.
We have recently developed two films entitled Assertive Training
for Women." These films present simulated situations of problems
women frequently encounter, such fts job discrimination, the difflcxd-
of combining managing a household and working outside of the
homo, and pressure to respond to situations when faced with sexual
stereotyping.
These are available for the use of counseloi-s and others at a nominal
rental charge for group counseling and guidance with women.
Another service offered to our members is the National Career In-
formation Center which provides a monthly newsletter. Inform, deal-
ing with information on career opportunities and vocational ^lid-
anco activities. Several issues of Inform have been devoted exclusively
to the concerns of girls and women in career exploration. I have in-
rluded samples of these for your use. Bibliographies of informational
nnd service resources for vocational guidance are also provided for
users of the service.
Recently the National Career Information Center undertook a proj-
ect to emphasise career awareness in conjunction with the Business
and Professional Women's Foundation. This will soon provide mate-
rials for schools and community groups to cooperate in fostering the
career exploration of individual students, male and female, across
the country.
The aim is to have school counselors and community workers join
together to assist young people with career exploration. With this
particular sponsor it is obvious we ate assuming improved attention
to the developmental needs of both sexes.
74 — Id
2d4
in addition to these practical services giving Impetus to improved
counseling with girls and %vomen. our national governing body has
taken a rtand on professional and societal issues that directly affect
women.
For ejrample, our Senate in March 1072 passed a resolution indicat-
ing that separate male and female forms of the Strong Vocational
Interest Blank) the two most frequently used instruments to assess
personal interests, were discvtmlnntory and of limited use in helping
lemales reach sound career decisions,
It also authorised membM^ to petition and negotiate with the SVIB
{publishers to revise their instruments, manuals and normative groups
0 eliminate sexual discrimination.
■ In February 1073 our Senate again passed several resolutions calling
for affirmative action against discrimination based on race, color,
creed* sex. sexual orientation, life style, or age within our association
and all of lt« State divisions and branches. .
^ They also voted to wf rain from using sexually discriminatory
language and sexually derogatory refercjices in all association publica*
tions. We have additionally consistently recorded our support of the
ratification of the equal rights amendment.
I have tried to highlight our history of support in assisting coun*
m<>v^ to do all they can to facilitate the maximum personal and voca-
tional development of girls and women,
To accelerate needed changes in our schools and society, a bmdened
effort will be required,
For this reason, the American Personnel and Guidance lissoeiation
supports |I,R. 208,
\Ve believe a commitment by the Federal Government to work to-
ward reducing the inadequacy of educational programs as they relate
to women of all cultural and ethnic groups will enable more wom^n
to know of opportunities and to take advantage of them.
What you are considering is ah opportunity to place women more
completely in control of their own /uturea to the benefit of men and
women, and 1 know our membership lauds and endorses yoiir efforts.
I have included a copy of the resolutions mentioned in my testimony,
I would request they be Inserted. ..r
^ Mrs. Mink* Without objection, those resolutions will be inserted
Intherecord.
[The documents referred to follows 0
Amcbi^ak Person Hn and OutDANce AssociATie^,
Hon. PatbyT.Mink,
of RepreHntaHvei, Bayhurn HcuH Ofice Building, WaiMnoion^ D.C»
Mr D&Aa Mr8. Minx : After testimony before the House Cofiitnlitee recently
concemin«r the Women's Ekiulty Bducatloa Act, I learned that by oversight w^i did
not submit a copy of a resolution developed by a group of our members assembled
la a conference on the topic of women's concerns. T>t Thelma 0. Lennoa wa? CO-
chairman of that conference; she has aubmltted to me and t ift turn am trans^
mitting It to your committee. I do hops It may be entered In the tecord and assem*
bled with other materials pertaining to this Important topic, With personal
regards.
Sincerely yours,
CaAftifis L, Lewis,
Executive Direoior,
285
DCPAETUGNT OF PUBLXO iNftTRUCTION*
StATB or NOftTIt OAftOtrXA,
EJtCiviivo Ditrector, Amrlcan P^rmml and Guidance A%%oci<3^Hon. lK<j«Afn(r-
ton, D.(?.
Dbar Ds. Lewis i The workshop, **FaclUtatlDg Car^r Dovelopmout for Olrlai
anU Womeo/' was a tremendous success. We ha<l programmed for this kind of
positive result but the workshop far exceeded our expectQttous»
It was during the second week of the workshop tlbat Dr. Norman Fclngold an^
iiounced the Bill to be prcsentcil by Senator Martha Qr!0tths. It was at that time
that a group of participants organized and formulated the enclosed resolution.
Wo are Pleai^ed to furnbh your otllco with a copy.
Sincerely^
Thelma C. Lv-nnon,
DtrcctOi*, Division of PupU Pmonncl Scnice»,
Knctosure,
Statbment or Thglma 0. Lknnox, Cjiatkman, Commission on the Occupationai.
Status or Women, Natzonai Vooational Guidance Association
Participants attending tlio conference *'KacUltatlng Career Development for
Girls ond Women'* of the National Vocational Guidance Association's Conuuls-
Kbm on the Occupational Status of Women, held ot the Center for ContliaUng
Wuontlon, Appalachian i^tato Unlvei-slty^ lioone, Nortii Carolina, July S tlirongh
It), 11)73, as professional counselors coming from 23 states and v So serve millions
of students and adults, resi>ond aihrn^atlvely to tlie news relvuse of Congress-
woman Martiia Griffiths dated Juno 17» 1078, on tho l-iconomlc Problems of
Women*
«ox stereotyping exists throughout our society. It Is t)er|>etuated by govern-
mental agencies, Industry, nmss media* and educational institutions, aiui is one
of the major factors In the underutlllxatiou of womeji In the labor forcts Par-
ticipants oftcr tho following specific reconunendatlons to be considered In the
formulatloti of governmental \xAky In order to begin the equalltatlon and en-
hancement of women*s economic status.
Educational materlats and curricula used from pre-sclioot through contiuu-.
log education, particularly those provided by federal agencies, should expand
rather than limit career opportnntttes for women. It is our unanimous opinion as
professional counselors that unless immediate corrective measures are taken,
wonten will not become fuUy contributing ntembers of society.
Educators and counselors in all work settings must expand their ext>ertlso in
the area of life career development and opportunities for women. Immediate ap-
propriations and funding are required to provide training and upgrading of skllla
for educators to expand their awareness in this critical area.
Civil rights legislation, particularly as related to the economic rights of wom-
en, must be enforcetl. Women are handicapped In their career development by dis*
criminatory insurance practlcea, federal income tax legislation, estate and gift
ta)c laNvs, social security and private pension plans, unemployment insurance
benefits, veterans and public asslstiince programs.
Sex stereotyping and economic discrimination against women create problems
for indivlduatSi famlifes, and society. Specific economic Implications Include the
failure to fully utilize women*s capabilities and contributions to the labor force.
The recommendations stated above are minimal first steps with which the fed-
eral government may begin to maximize the economic status and productivity
of this country*s 51% minority* In addition to these pressing economic consldera*
ttons, we as counselors constantly see the tremendous costs In human dignity
and Individual development resulting from discriminatory attitudes and prac-
tices. Therefore, we charge you as legislators and representatives to take im-
mediate remedial and constructive aetiom
280
AMKRtCAN TrRSONNRt AND QtlDANCK ASSOCIATION
HRiiATC RCaOtVTtONS FOR lOTS AND UT3 KKOARDtNO WOMEK'S CO^CKKKB^
AixiA s>;.VATB— MARCH ao-i?t>, luta
Stronff vocationcl Merest blanki
WljcrcrtH, the Strong Vocational Interest IMtiuks (BVIU) provide different
occupational scores for men and women i that Ut women cannot be scored on
occuimtlonji like Certified i^ubllc Accountant, purchasing agent, public admin*
Utrator* and men cannot bo scored on occupations such medical technolo*
gist, rooreallon leader, physical education teacher; and
Whereas, when the same i)er^on takes both forms of the SVIH, the profiles
turn out differently: for ocample, one woman scored hlgti as a dental a^lstant,
physical therapist, occupational therapist on the «'omfta'« profile, and physician,
phychtatrlst, and psychologist on tho man's form; and
Whereas, the SVlB manual states *'Many young women do not appear to
have strong occupational interests, and they mar «core Idgh only Ju certain
•Pre-marltaV occupations; elementary schoolteacher, office worker, stenogra*
plier-secretary, Such a finding is disappointing to many college women, since
they are likely to consider themselves career^oriented, In such case^i the selec-
tion of an area of training or an occupation should probably be based upon
practical considerations, Hetds providing backgrounds i nat might be be]pfuf to
a wife and mother, occupations that can be pursued r^^rt time, are easily re-
sumed after periods of nonemployment, and are readily available In different
localea" (Campbell, revised, p, 13, 1000) ; therefore, bo It
Roiolved, That APOA commission duty authorized members to petition and
negotiate with the SVIB publishers to revise their instruments, manuals and
norm groups so as to eliminate discrimination ; and be it further
IteBOlvcd, That this duly authorized commission develob >vith the test pub^
Ushers an explanatory paper to circulate among all purchasers of SVIB ma*
terlals including answer slieets a statement w*hlch outlines the possible 11ml-
tat ions Inherent tn the currrent SVIB with suggestions for ways to mlulmlze the
harm j and be it further
Itosohed, That tho commission in cooperation with the test Publisher ^et a
deadline for the new forms to be published and distributed.
Apnerkon personnel and ffuldance associaiion commission on mmen
Whereas, there Is clear and undeniable evidence that girls and women suffer
from personal and institutional discrimination, that they are, by sociological
definition, and oppressed minority,' that they are denied e<auaHty in educational
op()ortunlt{es, occupations, advancement, salary, prestige, and representation in
decision and policy making area^ and
Whereas, concern for the welfare of all human beings la an integral part o(
coun!?eUng and guidance; and
Whereas, the American Personnel and Guidance Association is the major pro^
fe^slonal organization in counseUng and guidance ; tJierefore, be it
Resolved, That APOA support all efforts to seek, as a minimum, full and uni-
form compliance with Executive Order 11240 as amended by Order 1137^, which
prohibits discrimination on the basis of aeac by any agency holding Federal con-
tracts; and be it further
Resolved, That APOA establish and fund as a regular part of the budget, a
permanent Commission on Women, composed of a majority of women. Including
at loast one representative of the Women's Caucus of APOA and one from the
Womeirs Commission of any APOA division which baa established such a com-
mission, I.e, ACES and XVOA (Commission on the Occupational Status of
Women) ; and be it further
Resolved, That the initial year be budgeted up to $2,600.00; and be itiurther
Resolved, That the Commission be charged with: (a) investigating and re-
lK}rtlng the status of w*omen tn the American Personnel and Outdance Associa-
tion^, (b) formulating recommendations for further action based on findings;
and (c) contributing to the leadership and development of afBrmative action
programs within tl^e American Personnel and Outdance Association and its
Divisions and State Branches.
287
ArOA SenQte— February D-12, 1073
DUcrimtMtioi% on the boMi» of facet cotoft creeds ica icaual orientation^ ll/c
MtVle or age
Wiiorea», (H^ual rigbta for all is a bOBlc value In our culture; And
Whereas, dlscrlmlDatlon \m been proved to Imve adverse effects upon Hie k^elf'
concepts of Individuals wlilcJi affpcts their totAl functioning j and
Whereas, counselors strive to buUd «eU-concepts In the regular couv^^o of th(4r
work I therefore, he ft
Raolvcd, Thfit the American rersonnel find Guidance Association inemhi^rfthlp
Actively resist any dlscrlmlnatton against any Individual on the bni^ls of ruce,
color, cree<l, sex, soxuftl orientation, life style, or age; and be it further
HctoWedi That the American Tersonnel and Guidance As^latlon mcnibuTkrhtp
Actively support afilrmatlve action against such dtscrlmtnatton and urge each
Division and State Branch to make known this stand in Its newsletter or other
media and include Information on this position In materials going to legislative
>vorks!ioi>s,
fiffdrl*! ierminoXooif in APOX puhUcaWom
Whereas, language Is an important symbolic Indicator of attitudes; and
Whereas, the A1*0A publications of its Branches and Divisions are the major
professional journals in the field of guidance, counseling, and personnel work;
therefore, bo It
/ec*ofutf(f, That the APGA refrain from using sexually discriminatory language
and sexually derogatory references in the publications sponsored by the Associa-
tion and Its Branches and Divisions,
Support for rattfloat{on of equal rights amendment
Whereas, concern for the welfare of nil human beings Is nn Integral part of
counseling and guidance; and
Whereas, the American Personnel and Guidance Association Is the mnjor pro*
fesstonal organisation in counseling and guidance; therefore, be It
Reiolved, That the American Personnel and Guidance Association go on n^c-
ord as supiiortlug the I'^nual Rights Amendment and that this official iwsUlon he
made known Immediately to all state coordinators and to the legislatures of their
particular states.
Mrs. Mink. Dr. House,
Dr. IIousK. Mrs. ChAir\yonian and members of the committee:
I am Elnlno House, chairman of the department of undergraduate
teacher education at liutgci's University. I have been eastern rc-
?ional chairman of the Kational Vocational Guidance Asaociation
!ommission on the Occivpational Status of Women and assumed the
national chairmanship of the commission on July 1, 1973.
^ This commission Jms been enthusiastically supported by the Na-
tional Vocational Guidance Association's board of trustees. As Dr.
Lewis has indicated, the American Poi^nnel and Guidance Associa-
tion has a long history of support for women's concerns.
At this i)oint I might add my advanced degree is in vocational edu*
cation and my permanent appointment at Rutgers is as a trade and
industrial teacher-educator, which is a somewhat unusual field for a
woman.
I have ]ust returned from the second national workshop held by the
Commission, It was sponsored by the National Vocational Guidance
Association, the North Carolina Department of Public Instruction,
and the North Carolina Commission on the Education and Kmploy-
ment of Women,
288
The Y8 participants from 21 States attended this 10-day cohfemco
^-intitled "Facilitating Career Development for Girls and Women."
Many of the concerns expressed by participants and presenters ai'O
addressed by the bill under consideration.
If you are interestcdi I can include the enth^e program, because we
liad a g wat variety of speakers.
Dn Margaret Hunt, a political scientist and chalrtvoman of the
North Carolina Conunlsslon on the Edxicatlon and JEmployment of
Women, stated;
la Uci, the available evidence suggesta that the sex role steYeotyping has In^
creaned slgnlflcantlj^ in the past quarter century and that the educational sys^
tm Is one of the social Institutions which has reflected this trend boh In cur-
rlcalum and personal practices. .
Dr» Hunt later discussed the special challenge presented by the ma-
tui^ woman seeking additional training and either initial entry or vc-
entry Into the labor market.
Ctrtalnl/ the e5tperlence of counselors working with such women dortionstrntes
the need for more intensive and sensitive counseUng with clients who are In
fact modify ing their roles and changing their style of lUe.
In order for counselors to work successfully with girls and women
over the lifespan, they must first be well informed and reexamine their
own biases and concepts of the occupational role of women.
Dr. William Bingham, professor of educational psychology in the
Graduate School oi PMucation, Rutgers University, reported on a
studv, supported by the Conmiission, oi\ the extent to which coun-
selQi-snre accurately informed about women and work, and their atti-
tudes toward workingwomen. —
The data indicatca that some counselors ai-e misinformed and that
there are notable sex differences in information. Generallyi the coun-
selors in the study expi^ssed more positive than negative attitudes
to ward women and work. Dr. Bingham said ;
In some resi>ects» th&lr attitudes were less clearly defined than waa expected.
Such lack of dednltlon may leave some clients, especially girls, with feelings
of Uncertainty abont where they stand with their counselors.
The study highlighted the need for inservice training for coun-
selors, training which the Women^s Educational E^uitv Act could
make available. Data now being collected by Dr. Bmgnam and me
from counselor educators may sxiggest whether counselor attitudes
are influenced by their teachers, Similar data collected from students
in a large suburban high school and an area yocational-technical high
school are now^ being analyzed.
Certainly a larger funding base than can be provided by the limited
resources of the National Vocational Guidance Association would help
I'csearchers in this area gather and disseminate the infoi ination that
isnowlackiner.
Ms. Lura Tally, a member of the North Carolina House of Repre-
sentatives, presented a paper on *'The Cbani^ing Role of Women and
"Women in Politics." I might say Ms. Tally remained with us for an
entire week. '
Although women have not traditionally participated in politics to
any great extent, Ms. Tally urged counselors to encourage females to
enter politics. Here I would like the record corrected, because the fol*
lowing sentences are a direct quote, and I quote :
289
In this comparaUvcljr new rolo, womea hare to me^t man/ chalUflce^. Flint, a
jroman must have a message. S^nd, a woman must have a reason for wautlnif
to enter tho political world. The same factors make for success In the poHtlcal
sphere as In other occupations! Determination, edacatlon, perseverance, timing,
ana a little bit of luck. Moat of all, ho^vever, preparation Is needed.
Coxmselors can play a vital ix)lo in encomnging girls to consider a
career in politic«^ as well as in other occupations not presently atti act-
ing female participation.
Another presentation was the preliminary report by Grace Bingham,
a learning rtisabilitios specialist from New Jersey^ and myself, of OatA
gathered at a workshop sponsored by the National Vocational Gt\id-
ance Association Commission in March 1972. At this workshop, ele-
mentary teachers and administrators met with Commission members to
discuss ways information about the development of occupational
stereotypes in elementary school children could be collected.
In May, the group reassembled and the teachers brought back the
data they had gathered. There was a clear indicatioji that sex-biesed
preferences exist as early as the kindergarten to grade 2 levels. Even
at that age, girls are thinking of themselves as f utiu'c teachers* nurses,
and housewives.
This workshop cost $600 and is one example of what careful plan-
ning and cooperation among various groups of educators can accom-
plish. Much data were generated from a sample of over 800 urban and
suburban mcially mixed childi^n.
A moi*e comprehensive research proposal outlined by the keynote
speaker was funded by the vocational division of the New Jersey Stato
Department of Education. This research project has already generated
three doctoral dissertations. The participants examined their own
occupational stei^eotypes. We believe this has had a direct impact on
their appmch to the occupational role of girls and women.
. H.R. 208 would make it possible for workshops such as this to be '
conducted on a national basis.
At a time when Federal and State legislation is paving the road with
new options for women in the labor force* many women do not have
the consciousness, predilection, or self-confidence to even consider new
f)osslbilities, ^Vhlle an increasing number of women are entering the
abor force, they are often overcrowding traditional women^s fields in
nursing or teaching.
Women who want to enter new realms of the economy, a euphemistic
way of saving "men's work," are severely handicapped by doubts as
to whether they could be, or even want to be, successful.
Some of the problems which handicap women as they strive to move
into nontraditional roles, are lack of training, resistance from family,
conflict of values, and geographic immobility.
The most disturbing of these handicaps is that many of them are
emotional problems orwomen, such as lack of motivation, fear of fail-
ure, and lack of confidence. What is even more disturbing is that this
sell-defeating behavior is developed in girls at a young age.
Our research suggests that by kindergarten, girls are feginning to
view themselves in terms of sexually stereotyped occupations with
limited vocational aspirations, At the other end of the spectrum are
bored and frustrated housewives who, once their children are raised
and are independent individuals, are at a loss for meaning in their
lives.
20O
.Several specific ft&peots of H.R. 208, the Women's Kducattonnl
Eqxiity Act of 1078, pftvtlcularly encouritgio me as I view the pos$lbility
for the Federal Government's assuming a moi*^ a(Rrmative stance in
ixivising the e<lucational ^)rograms that affect women and upgrading
training of professionals in education who work with womei\.
The compi^hensiveness of the bill Is one of the strong aspects of the
legislation. While the focus of the bill is speclQc, it can be Implemented
in many ways. Innovative approaches are possible and indeed en*
coimigea*
In order to improve the Inadequate educational programs As they
relate to women of all cultural and ethnic groups, a comprehensive
approach that allows all segments of the emicational community to
try out hew ideas is essential. This broad approach must iaiclude i*e-
search as well as demonstration and pilot activities.
While wo ai^ beginning to see where specific projects can be effec-
tive in improving educational progiams for girls ana women, there m
alsQ critical areas in which more r^^arch is needed before movlnginto
program implemohtation. This is where the Couhcij on Wonven's^du-
oational programs can be effective in advising the Secretary of HEW
on fimding priorities.
1 ani pleased to ftote the explicit mention of dissemination of an
annual independent report of prograjns a^^^ activities under this act
by the Coimcil on Women's EducatTohal programs. This section should
be strengthened In the legislation and final guidelines,
I To benefit from th^ work of people in woman's progi^ams, thei^ must
be ah information dissemination network that allows counselors to u^
successful aspects of previous programs and learn from the mistakes
of these programs, The same holds for research activities.
As counselors We would alo lik^ to emphasize the importance of
inservice work for counselors, alAhg with other educational nrofesv
sionals. Before counselors, both male and fe wale, can beg^ to help girls
and women learn to break out of sexual stereotypies and make full use
of the opportunities op0n to tKcm, coun$elor3 must examine their own
sexual stereotypes that thay hinder the students and clients they ,ai^ *
trying to a^isL
I am certain you have hexird from, other witnesses that the money
authorized tmder this bill, $15 million for fis<?al year 107ft, $26 million
for fiscal year 10T6, and $40 million for fiscal year iQily l^ not enough
to accomplish the many .f Ask? that remain to be done in improving edu-
cational programs for women*
While I cannot disagree with this position, I do feel that our first
concern is the passage Of this legislation at whatever funding leye} we
are able to effect, because it does seem to me like landmark legislationi
At a time when the administration is calling for a cntback in cate-
gorical programs, H.R. 208 can bo viewed as broadbased legisbtion
tiiat crosscuts educational activities. Since women i^epresent over half
of the population of the United States, a program such as H.Ri 208
seems the least that the Government can do to help women reach their
potential . -
In closings I would like to quote one of you^ subcommittee members,
Congresswoman Shirley Chisholm, writing on J^Sexism and Racism:
One Battle to Fight," in the Personnel and Guidance Journal— Octo-
ber niii
: We must wotk to create a climate in which li will not be unusual or noyel fot
a black or ^^n Indlati or K woman to run for a national office or advance to a mgh
e^tecutlve position. We must work to create a cHmate In jyh ch AnJericaftB are al*
lowed to mote ui> in the system Bolely on the basts o( their inteUectt persever*
knee, and physical abilit/.
This bill, if passed, will help those of us in coansoling and giildanoo
to create the climate Congresdv^oman Chisholntseeics. ^
On behalf of the American Personnel and Guidance Association and
the National Vocational Guidance Association, I express my appte-
cUtion for the opportunity of testifying befow you today. Both Dr.
Le^vls and I would be happy to answer any questions you may have.
Mrs. OnmtoiM [piwldfng]. Thank you very much. I have questions
to ask of both of you. . \ ■ ' ^ „ t
First, Dr. I^ewls, in view of 0 ^ fact that there will be limited fund**
iug in the bill for some of the tl ags that wo desire to see carried out in
this act, would you feel that perhaps we should give some kind of
stresd to ih^ institutions themselves fn terms of reverting their entire
guidance programs I . ,
I mention that because so often in speaking with young people they
indicate there is still this kind of built-in bias on the natt of many of
the counselors, not because the counseloi^ are themselves that biased,
but because they are victims of an educational system that has pw-
pared them to handle counseling problems in this way. . -
-Since you represent the American Personnel and Guidance Associa-
tion, I was wondering whether or not guidance counselors liave cx*
pi*essed the need for reevaluatlon and restructuring of guidance coun-
seling courses In univei'sities. -r.
Dr. LiiWis. We have somewhat the problems as counsoloi*s that I be-
lieve Miss McDonald testified to earlier, of getting to the curriculum
developers who really control the policies. We are constantly working
througn our committee structures and our divisions in this matter of
defining the role of the counselor in the school. , , « .
You know some of the problems there. We work on the role defini-
tions; but we also have a commission on the preparation of counselpi^
under our division that is concerned with counselor education, trying
to define and redefine the education needed by cpunseloi*s. We are work-
ing on tb^t. ■ ■ , ; ■ .
it is a slow process. Our work force is basically volunteers who are
busy earning a Uvelihood.in their own life* It is a slow jproce^.
It is ncecled. Yoiir suggestion that there is need for revision is very
definiteiy correct.
Mi^. Cnisnout. Dr. House, I would like to put this question to you :
I have been saying that as I have been listening to this testimony
for the past 2 days, there are additional concerns that arise in my mind
as I hear different individuals testify. I am wondering what it is that
we can do» If we can do anything legislatively, to create the atmosphere
that would help rne, husbands, fatfiors, to understand what it is when
we talk about the individuality or humanity of a woman who, after
having raised her children, desires to go back into the field of work.
Again I constantly worry about having the legislation passed Into
law, but then not being able to create the attitudes or atmosphere that
is going to make the legislation effective. We have lots of law^ on the
books in this country, but so often the laws are only on the books— so
whatr
IC
292
Cttu you glvo any suggosttons as to how wo nro going to holn mon
in the society? e. o i
Dr. House. It Is a question I have had niysolf, and I struggled with
it nwself for a long period of time. I feel lucky that I did not have
that particular problem myself. Perhaps if I had had it, I would bo
able to come up witli a bettor answer for you.
However, it did come up a good deal at this workshop. We had both
mHle and female participants and speakers. This was one of the qucs-
tlons that did come up.
The best answer that I seemed to hear that cAmo out of all of our
work groups is that every single body Involved in the counseling of
women and girls has to tackle this aspect of the problem. No one croup
alone can dolt. We all have to work on it.
There are beginning to be evidences that girls whose mothers work
form ft very positive fcelmg about women working, so this may slowly
t<ik© over so the girls willhave this attitude and they will just come
into marriage with it. ■
Of course, continuing education does do an awful lot to support
women s feeling of inadequacy. We are concerned, too that they lust
won't go out and try. i "
Mrs. CnxsiiOLM. I daresay many of them don't go out and try be-
cause of the prescribed roles society has placed on women.
.Dr. Housjj. I aril hoping that One of my Commission members for
the next 2 years will take on as a project to study underemployed
women. We do not know enough about them.
. Mrs. CmsHoi^M. Is there any kind of special orientation or educa-
tion going.pn among the guidance counselors with r^pect to reversal
of counseling to, minority persons who for a long time were shunted
in certain directions!
Dr. HotJSE.! don't know if I can aiiswer that because I am not
presently working either as a counselor, which I have been, or as a
coun^lor-educator. Of course, in working where we have such a large
nonwhito population, We take all this for grantod in good part as a
matter of our work. ■ ^
I wish I could answer that, but I am afraid I can't.
ivP^* I'SwiS' There has been heavy commitnient and development in
this level at the collcgiftto level i the establishment of special offices for
mmonty concerns designed and managed by minorities. The Women's
element, even that to my knowledge has not had grieat stress at this
time, the exception being at some of the undergraduftt© and grftduate
organization levels we found specialized attention occurring to the
needs of women, It has not been as pi-onounced for minoHties at ele-
mentary and secondary levels.
Mrs. Mink [presiding]. The whole problem of counseling, I think,
is one that requires a «reat deal of concern and attention. Tlie many
people with whom I have discussed this legislation very often singT©
out the counseling profession as tlie one area which more than any
other separated from the actual classroom experience contributes niore
to the perpetuation of stereotype roles for men and women.
I would appreciate your comments with respect to this general view
that most people have who work in this field who place this burden on
the shoulders of counselors and guidance personnel.
1^^$^^ ftg<^ wUh thftt gonetftl obsotvution, or do you tako Issuo
bit on tHat polnt, If I mRy.
T'^'^tM A torriblo burden. The rotoa f;nd dlixN^tlond ol ooimsolors^ of-
fX>j/ ftro controlled by ftdminlrti^tlvo staff and board of education.
?f %; ^ Wtftjce r^pon^lbllity for somo 6f our falhu'ed In t\\m arcfts, We
t\4 your help In iwpi^vlng pur lo^. Tho olenientftry bc]\6o\ \vhorc we
IXA' tcriow quite a bit of sex stereotyping occui^, only 26 percent of ele^
■ v ftientftry kids bt^ve ^vc^jiinselor.
)Ve find som^ of tbo better developments in counseling to be with
^^,:< ''teftms of teachers,
>0 At collegiate level| it is 1 to 1,500, professional counselors available
ft^lS^mr student use, , . ,
itSji ;-We \yant to help. We ore the ktud of people who come into this *
i 7- business, We ai*e committed. But cannot assume ftll the respon-
sibillty for the dire<^tion of lives. We are pushed aggressively by pro-
f^'^ f essjonal societies : ^'Why am'i we get more voung people moving( In our
^ direction to become t rained in our area 1 Will you help us with declin-
9;>, inff enrolunenta In foreign languu^^^st'^
;UV . We' may the young people have to decide their own lives, We have
•V > to piovide information and assistance.
We flon*t plead guilty. Wo don^t defend bad practice,* We have a
comm ittee on ethics, Excuse my emotionalism, but I feel strongly.
.V : Dr. HorsK. I feel we made a lot of progress, within the last {5 years.
, I ^vouid say that^ within the last 6 years, the type of aiiiclo that we are
^t:rc even printmg in our journals has very much changed.! feel as though
- y^^^^ chi^rges would be much more able to have been supported than
. they are at present. .
f&t Obviously, Bill Bingham and I did have tli is same question or wo :
. v would not have bothered to st^irt this research, And wo would no^ have
done it if it were already r^vailablo. We were encouraged from What
we found in the young women counselors. They were well informed^
W}^ and they had very positive attitudes toward women worWng, but it
was in the diff erenco" l>&lweori Ineii arid women couhseloii^ QiWdld
strike us in some aspects of this work. • , ,
f^'S Mrs, MiKK. In the training and education and profe^ional expert*
ence which is required for one to become a guidance counselor, is it^^
EV:: the jronoral practice now for the universities to require coursed in the
spedflo, area of sex roles and sex stereotvpes and subjects of that na^
- ture so that when they do obtain their degrees, th6y are sensitised to
this problem! . ; v
-■Dr. House. I can only speak for Rutgers XTnlversity^ perhaps Dr,
Lewis c^tn speak from a broader basis. But it is included in our coun-
]^>vV: Irfewjs c^tn speaH f
? ikW preparation.
Mus. Mink. Ho
, How many Individual subjects, or is it integraterl gen*
f rally throughout r
m
, l)r. Housfi, Itgoesthrouffh coi^rsework.
^: ' Mrs. ifiKK* On^ particumr course?
.Dr. HoySfi, No, the various courses. And I ftm sure this is in part.
l^fe :;M€ftUS0 Dr, Bingham is interested ^n this aspect and he is dir^ctot; 'y^^'^K
pififp
204
Mi^, Mink. Coitlil yon comment on tlmt, Dr. J/)\vis, gencmlly, In
toi"n\s of your exporionco?
Dr, liKwis. I cannot get into that effectively. I would prefer not to
answer rather than mn the risk of providing misinformation. I sus-
pect It la not moving ns rapidly aa would be prefcrredi
>rr8. MiKK. In your vlow;ln dealing with the membership of your
i*espoctIvc organizations^ aince you feel that| as you have slated, Pr.
Ivowis. that the counseloj'S have been put upon as having to shoulder
the ouccts of SOX roles which have been incvUcated since early educa*
tlonj wlierc do you place the burden? Wiat particular area of e^Vaca^
t ion, or Is it just all pervasive throughout tho system r
Can y6\i say that it Is the textbook oi' is it the teacher? Where is the
real root of our problem?
Dr» Lkwis. I cannot pinpoint it on any of those things. I believe the
textbooks contribute greatly to this. I think the attitudes ai^ a major
part of it. I am not as optimistic as some of the testifiers this morniiig
on changing attitudes.
The research on conversion of attitudes does not say that is an easy
task, I think attitudes are a strong part of this. I think parental in-
fluence is an important pavt.
If I may peimalize, I said to Topsy coming in today that I was in
the ninth grade before I had a male teacher. Mv own aevelopment--*
there was a period in our history when we went In the other direction.
When I decided to leave engineering to become an educator, my father
WAS a railroad engineer, and he took a jsad view of my going into tliat
feminine profession. -
These attitudes aire pretty complex/ In the school, I think it is cur-
riculum, built-in attitudes ott the part of educators and counselor^
themselves and previoiis experience of those bein^f educated,
It will be a ma^ive effort The bill is starting in th$ tight direction,
but it has a long way to go. > ^ ^
MrsvMmiffi Thank you very
Bpth of you have be^n ve^ helpful in the testimony you have pre-
sented, and 1 tbank you very muon for participating this morning,
- ...Dr. Lewis. Thank you.. .l.....^.. _ . .
Mrs. Mtj?K* Qur last witness is Jennifer Ryan, representing National
Student Lobby* ' : t
Wo have your statement which will be iri$erted in full in the record,
together with the tables which you have Supplied the committee,
If you will, proceed in any manner you wish.
[Tne prepared statement atld tables follow :]
StATKMKKT Of JjBNNtm RVA», REmSENTlNO THE NAttONAt STUDENT IX)BBY
My nftme is Jennifer Ryati. I am hWe teiay tepresetitln^ tJie National Stu-
dent Ubby. KSL U compel of coHeges aifid utlver$tties around ffie coMt#;
We represent over 1.5 mlUlon students. I thank you for the opportanUy to apir>ear
before tbls Subcommittee.
The Nrttlonal Student T^obby strongly supports Representative Mink's Women's
Educational Equity Act (HH 208). We believe It has the potential to caupfe irreat
strides to be taken towards an suitable society where women as weU as tneh
can fully participate In every institution.
In the last week<< I have carefully studied a number of programs both on
and oft campuses whose purpose Is to improve the position of Atnerican womeh
and girl?!, ^!y findings revealed that although the quantity of such programs h
frightfully lov^ some very unusual innovative and productive programs havi
296
:|bocu develoMv l llmt with Ihos^ progr^m$ already )a existence 69 wodols,
MR 206 sboyld w med io inmm iWt nmW i^iid. expand Mr «coi>«.
S, t wiU iAhe this IW6 to elaboraU on prograjjas fl?hlch coufd w cov^r^d by lift
iOi and wj-ft In vjtlch tie Mtl could effeclltely vroJrk to tm^f and oUmlnato
bo«ed Inequality, I tnako thU pwaenlatlon as a atud^nt myeeU and la the
att^mpUo pmeiit twatud^ttk porspecUt^
. Ov^r tho laj8t tht^ years, a phenomenon kiiown mo*t commonly a^ woraen*fl
or female ftludtea has appeared on t^^ty college and umterglty compusea, remal(>
, (SUsAtt Grant-ConUrtulng Education, l/nltereity 6i Mawachuaella. Amher*t).
.rt.v.>.- ^.^^^^.^.^..^^^^^ Subject
. ^ ,nfea BaraBch-^tjn^lUb,
, , . , _ , M$le and l^emale** (Mary
Ray Retchte— EngU?h. University o( CaU(ofnJa at Irvine),* Jn all ca^ea those
ccufges have examined topics about ijvonien, >vhlch, in the pai^t h^ve not m<irlted
aeaderatc attention.
^ By the end of the academic year IWi-W, c^m (MX) woipen*8 atudiea courses
bad^been created on college cfimpuaes. However, despite the mushrooming speed
of dcvelopmentt the women^s studies courses are stlU in the infant atages, Few
campuses have any female studies coordination. Rather, a hedge podge of courses
often changing from term to term may be found.* College admTnlstratlons and
departments have been skeptical of women's studies courses. Staff available for
femalo stadfes has been mainly of graduate students and Junior faculty.* yundfl,
on the rare occasions when they have been available, have been Inadequate,
Fewer than two dozen campusea (out of 2,600 coUeges and unlverstues In the
U.S,) have developed veomen's studies programs, a program being m coordlna^
tlon of Effort which calls Itself such, Most commonly these programs where they
do exist consist of people In various departmenta who come together and attempt
to attain some official recognition, Upon receipt. of campus sanction, they proceed
to expand the program in various ways, for example by creating new courses,
estabushlng women s centers, developing academic women's stWies majors and
p?tnor«, seWng graduate programs in wonien's studies. In a few isolated cases
prjirams hav^ received faculty position spectflcaUy for w6men*$ studies,*
However, far wore common la the situation descrlM to mo tn> letter from
Marlaii Swoboda, Asdstant to the I're^ldeAt for AttrmitUve Action for Women
at the University o< Wisconsin, She say$, !'I surely wish we had a well developed
woman's studies program in the University of Wisconsin System but the truth
Is we flo nol/MSee AjmendlJC A,)
Although the Tvay nas been difficult, both wowen'a studies programs and
courses, once they have; gotten underway, have enjoyed an impressive success,
.%^J$^McbmMn-.t^ t^.onllY^t> departmental :
Offerings Some have drawn studenta in the hundredsT Most people conie ^way
from women's $tudlea courses with a feeling of r^ised-consclou^ness of the prob-
lems facW by both wolnen apd men as $ result of a ^ex-roled society,
Clearly such course? and programs C^uld make an overwhelming Impact irt
the move to understand tfnd remw sexual Ineaulty.
If the ^itjoatlon at colleges Is bad, the pre^Uege situation is terrible. Almost
no. wotnen> ^tjidl^ course^i exist on ^tet^entary and secondary campuses. Al- \
though a^ a rule, most elementary and secondary schools teach studies of a gen-
^.t..... f specific college-type courses,
^* Wouien In AniCrlcau His-
^ . , , .,i{>lly appropriate. Where they have been
InstHuted tliey baVe been met with the enthusiasm of faculty, parents and stu-
deiitA. Even ^n the elemeiitary level, units with emphasis on the female should
bo d4velop^,,on % ma^ilve scale. Under HR iOS, funds would be available to
pr<^ratnii fiis ^rell as to educational instltutlots to initiate and develop women's
Mufies currlculutt^. . .
■of life SUtti^ei^^o^^ '''' MoAera tafifutto AiwctatJoB/
JC.
206
^z'^!? i"'"? ite^^^i'?' •'eveloprtient of woio^n's sttidlea courses is the task .
of MvlslM cwricula to ellintnate the sex-rote tracking which begins betorl chl*.
vipw^'r >it"CTi^l°W.^"^^ the^educatfonal system shSii d b* r"
«A»^vvi?»i* «'?'w!.'l'l1*J^*A appears. If any, and then revised or ellmi.
a5i. .w^'A'S SSJ H*'*."'*''- study of. texts used In colleges by Earl Robert
Schiutdt artd Dolores Barraeano Schmidt made me aware of the appaUl ^ under
ffi^S^'^L'^^^^ '!! t?«tl>«'»«*. I »'av6 reproduced the stW here (see
^''PSS^/'* PIl^^*.*".""*'.**? tweuiy-seven leading textbooks which awJunt
for OOy* cf the total market of t<>xte used in college American History survey
S"t5l^*» Lli^M' tiw<>men. comparing them to Ve WnuK
Of pages and the number of lUustratlons of women compar ug them to the totnl
This sutvey also noted wf«enw to three pwmtaeS
t^^^^t^ A»P^ Mufchlnson. Harriet &Ler Stowe
.!2?„^*?"^fi^?^*''^H^?*'* were incredible. Oaif seven texts mad© ref-
P^^^ instances (of a possible :
SL^^' as much as a page wrltlen about any of them- The range of t^»?^
Sf**^ r<;ferrlngTo women ran from W to 2.0% of ThWai number
of pages,' filus wtlons ranged from 0% to 6%yia all probabUlty the altuS
d^ prowwmy tne situation .
»- ?t"?* children bj the time they reach school age have had sex roles Instilled
*?li'?fi''J?*5'''' wmedlal program^ are nec^ssafy do every^ litel. sSl programs
should be developed to rtve^chifdren the chance to learn ?kl|l8 <Qmontyty^^^
as male or female. A teaSier in onepre^shoolAollced that the Wwere eLludld
?i\?,i"5lit the boys whenever they attemSed to work "tTW
Mrtods at the UWe. Within a few months the glMs «ainM *m msed
their mocking and all the children forked JogethW? By irafnlngleffll t^^
sensitive to areas of m discrimination irt fte ilaiwroow a^Hn^^^^
ry«/re««V«'^^
wWch t^mm to cbildteji tbo ntnueroua pow Wl fiw foKth^m without dJetffi-
V !^L*VM^^*x^' malo femaU could hWfer(*tU^^^
f js.i f' P<>"ery making ti the reed«<«atlon of professfo^ialiTunfortunatyyr wim^n in- '
! - • : te rested In (iontinningUelif ednktion have only Itmlted WtS. M trtt tiot5l in
- the Jtomen's Afetion ffogranrofHKW. ^'rfettfroing women art
shunted into underdeveloped contiridn* ed.u<!atIon drogratas; which are extr™
- SS^l?^*V&*^ °W 8poa?$rtng institution, and grante<i degW of lower
. prestige. Minimal effort Is mSde to provide recrumng and counseling services
for women to discuss dareers, to define their goals affd to l<iarn howlo utlilee
the instl ut ons' rwources most etfectlvely for thelr-purposes^'^^fflre women
&'TL"W\>"'*^^*^«? <^'*%IS"5**l''«l.«»^ Internships avaUable. Of tte 480
Pulbright-Hays grante«j in mi-2 only id were women.^f the 186 White House
fellows to date only 11 have been women. Much of this low female representation
{AD^;?S5tlc!?' I>l««Wfl«l fft High School Kathett^tict PrepaTatloa."
^*porl it tVom^fl^« ActJoo Program/' HEW, ^afttiar/ a07i, pp. a(We.
iERJC
U due to the low number of female sppUcationi.^ a reauU of the Inadeguate,
.(nM^proprtate or lack W eoUtt(»Hut.
\ 8pedal tfftlnlM atid c^^^ eeutera could be eatabUahed to make women
; aware Of these aid other educational opportunities. Such centers oould provide
eounseling In other areas aa welh Actually the list of seWces auch women's
ceu ers could provide ts oadleas. In the Bay Area of California a women'a general
health cpUecUve is operaUn»» Although some of the r services extend weU beyond
fhe confines ot this bill, they do provftesettlcea which are e|>:?atlonaY In natuw^.
Non-profit creative pubUoatlona could ali^e people valuable etpertence in many
areas. Management and leadership trainee couraes coul4 be otteredi as could Intern
placement services.
Clearly* If enacted, the Women's Educational tJQuaUty Act would benefit large
numbers of Americana in valuable and diverse ways.
Before closing, I would like to make several specific recommendations to the
subcommittee:
J. Increase the level of funding of the program.
3. In this or In a separate bifi, delegate to the Office of Bducatio- the task of
reviewing all texts used by federally funded Institutions^ and re<iUire that within
three years of passage 01 the act that all discriminatory books be removed from
■ use as texts* ' ' ■
3. Include a sense of Congress provision encouraging all educational institutions
to review all their education^A materials and to phase out all discriminatory
materials within three years, Provide federal funds for such review.
4. specify that both youth aud students should be represented in several seats
on the Commission established by the Act.
5. Change the clause ot H.B. 208 which places Commission chairman appoint
ment with the President to appointment by the committee members.
I thank yoUr Chairman Hawkinsj for tne opportunity to have been here today
and welcome any (questions the Uembers may wish to ask.
A^psKnxx A
VNivEBSitY or Wisconsin Btntm,
, , , _ liadi$<^, W<9., July i>M.
Ms. JcJ^NiriiBRVAN,
Kaiionol Siudent lohhy,
DEAa Ms, BUN J In reply to your letter of July 18 I surely wish we had a
well developed women*s studies program In the University of Wisconsin System
but the truth Is we do not. We are well on our way to completing written affirma-
tive action programs in compliance with Revised Girder #4 which deals Only
with employmenirWa are now onfy at the stage of trying to define what women's
studies consists ofrWhM our objectives are and how best th^ goals can bo Ac-
comnlisbe4. Ithe Women's Education Equity Act on which you aro going to testify
I beiieye would also provide funds for counseling women. We are beginning to get
started In this area too, I am not sure what other programs the Act would cover,
but possibly gffthts could be considered for programs to achieve equity for women
in competitive sports and provide additional financial aid support ^ere un-
doubtedly is a great need for grants to research the problems women encounter In
higher education both Jfrom the attltudlnal and behavioral vietvpolnts.
I am sorry we do not have a^y publish^ materials we Can s^nd you for yoUr
needed research. Good luck in your testimony*
Sincerely,
Mamak J« SwOBOpAi
A9»i9imitoihePreH4enifor
- \ 4fflmaiM Acthn fcf Women,
•Df. Ruth plrtin. VSeJected tUlot Prdfeisioasl Training Progrtuni tad laurnihlpi »
Au«ricin AHoclatioii of Ucltmlty Women* NoT*»b*r
208
WOMtN IN U.S. HtSTORy TCXTBOOKS
toUlpilo nitistiatfoni Hutchinson
Hirrttt
Am* wTl Hilt, rnjlknir, AppUlon.
t^i Nili txp. diym »j i^.^^^
Out 0(^1 PAlt. QiwrtniA^ OltnMi
Mcnlkn.
0...*...
Pirij^iph...
. 0.
. 0.
. ^untirieil,
. 0.
. 0.
Do.
Sintmi.
I! Piriiraph.
Pariiraph.
Pifi|iiph.... 2s«nt€ncli.
fitjort Tbst Of $sx pwmEi^cca, Hxok School MAt^KiiAtrc^ j?wij^wo^
This pilot study vrfts conducted to te»t the inve8tig$tot*$ loni ftti^ndln^ con*
tention thatlQAdeaMU prep^rfttion in mathematics presents a serious couBtralnt
in choice of undergfaduaTe maj^^^ hypothesiaed thi^t gtrls apply-
ibg for admifistoD at Beirkete^ would be less Ukely to hav6 taken advauced math*
ematlcsthanlxoys. , . \ ^ \^ .V
A systematic random sample of names tras drawn from the applicants /or
admlssibh as Freshmen at Berkeley for the Fall of ld72. The folders w$re pulled
from the flle«» and Coded by sex and number of years of high school mathematics
taken by the applicant. Som^ students take on^ the minimum entrance re^ulre^
ment of two years, some take three years, and some take four years. The dis*
tributlpn is presented below t
YCARS or MICH SCHOOL MATH BY SEX, t^72-Btf{K£UY APPLICANTS fOtt ADMISSION AS mmiH
[\n p«rc«nt|
Math«matlc«
Boys
Girli
Toll!
7
I
5?
100
100 '
m
42
3d
^1
Sourei: SarKilay Admlisiont Office.
299
^t-;r;;r/.55l»,^ djjfetencj pt mrxAn^ wrc<?ita|0,pol»U ^between boyi and glr a amoM •
; ; «tm .001 Xml V«19.W2 Iwo degr^l 6f freedom.
ijTAiEMm OP rtannm byah, RmESEKTiKo tab kationai
STUDEHT lOSBY, WASHXHOTOH, B.C.
Ryak. I think t will ^ufit suminftt^lzo tho major points.
: ^ ' I aiA wro to<Jay repre$entlng tho National Student Lobby, ^'he Stu-
; ^ . ^ dertfc liObby 1$ a federation of student govemmonta, Stat^ student or*
giniifttlohd, a$ well as student^ around the country, Student Lobby
represents J.SnillUon students. .
nSL hf^s taken a strong position supportina the Women's Educa-
' tiohal Equity Act> We believe it has potential to cause great strides
; to be taken towai^ an equitable sooioty where women as well a? men
can fully participate in every institution.
In recent woefis I have studied many programs on campuses as well
as off campuses which have the purnose of improving the lot oi Amer- >
lean women and girls. Although tnore are only very f^^w programs
actually in ej^istence, some of the programs have developed very un-
usual and innovative programs.
I feel these can be used as models for some of the things that H.fi.
208 intends to do, and that by increasing the number of pr.ograms and
expanding the scope of thoso already m existence we can take great
strides in eliminating some of the sex discrimination that exists.
I would like to focus on four areas. These aret female studies, text-
books and educational materials, continuing education and coun-
seling. 1 hope I can present the student perspective on some of these
areas.
Over the last few years, I th}nk most people kiiow that there has
been a phenomenon occurring on campuses Jmown as women's or fe*
male studies programs. The programs havo a wide variety. Some are ^
general or interdisciplinary j others are very specific
For example, there are genei^al courses fuch as *^Women in SodoU
op[y" qrJ^^Women in Society,'* bW speciflo courses lik^j, at the tJnWer;
* ^ . lied "Li ''»'^«
^Lingtilstlo Behavior of Malo arid — -
sity of California, a course cal
Feihale,**
IJy the end of the last academic year, over 900 courses on women^s
Studies have been created on college (jampuses. , \
Two dozen approximately cohesive programs have been deVelop^/
a program being any kbd of coordinated effort among th^ varlolis
courses. . ^ ^
Although these programs and courses only represent a start, they
have enjoyed impressive Success where thfey h^vo been developed,
They have touched on non-traditional subjects} ^me have drawn stu-
dents in the hundreds. Most people who hav^ taken women's studio
courses come away with a feeling of raised consciousness to the pfob^
lems fac^ by both women ajid men as a tosult of a sex-roled societj^/
Clearly th6se types of courses c^sn. offer. people th6 opportunity tbj
overcoftte sex biases. They are almost non-exlst^nty however, On ele-
mehtarj^ and secondary campi^ . ; • ^
4^^^^^ ' iiX^d secondaty schools have moved away
ftom the trends of former years of offering bh^y ^erieral-typ4^ cofirs^s
^an4 have come to offer more specific college-type courses. Therefoi^^
800
I fco) it is >vhoHy npnroprlnto that high schools institute courses such
as "History of Amerlcau Women** or '•Womou iii Literature,** courses
likothat.
I tl^ink oven on the olomeutary level units with omphasis placed on
ronmlessliould bo institutrd on a mnssivorcalc.
Second, I think iwlsing of curricula 1$; one of the vital priorities.
1 feel that all educational material should bo reviewed for sex bias.
A number of people have dealt in great depth with the subject of
textbooks, and I also liave come upon an interesting study which has
appalling consequences. A recent studv was made hy two students in
Cal fornSa, graduate students at California State College, on women
in Arnerican history textbooks, a survey of coui^ses used in colleges
across the country. These texts, 27 of them, ^present 90 percent of
the total text market for the American history survey courses. The
results wore incredible,
They tabulated the number of references to women and the ranges
rah f mm 0.05 percent of the pages making inference to women to d
percent of the pages making references to women.
I thi)ik probably in other educational materials, certainly other
textbooks, the situation is equally as bad. Therefore, It Is vital that
tins bo a priority avoa in I'evlewlng textbooks and other educational
materials.
Thii-d, I am concerned with establishing nonsexist counseling
thrpughotit all ed\icational institutions in tnis country, beginning
from earliest levels. There is a tremendous lack of counseling onihe ele-
mentary level, and given the sexist nature of the society, It is vital
that children recognize the multiplicity of options open to them at a
very early age. Improper and inadequate counseling limits the options
open to an individual.
At the University of California at Berkelev, it was discovered that
a very small ratio of females have the fourth year of high school math*
ematlcs when they enter the university. They have taken substantially
less mathematics than males. Only 8 percent of the females have
taken 4 year$ of mathematics compared to 67 percent of the males.
At the University of California without a fourth year of high school
mathematics it is impossible to enter engineering, computer science,
economics, business^ mathomatics. or any of the sciences, Therefore,
02 percent of the females are effectively excluded from these fields
befow they even enter the university,
. The fourth area I am concerned with is the continuing education.
Lifelong education must be seen as an integral part of the univer-
sity's role, Continuing education programs are Increasingly attracting
mature women and providing them with experiences ranging from
coui^s )n leisure skills such as potterymaking to very elaborate re-
education courses to train professionals,
These continuing education courses can open new possibilities to
older women who have previously been directed into veiy limited roles
in our society. This gives them new options,
A problem related here is giving these women, these mature women,
the opportunity to be aware of tne internship programs, fellowship
prognims, grant programs available to them. People who have been
out of school really have no way of knowing where these programs
exist.
4tt
lnfe|i)^ iU low numbof of fomftlw ASt r^lvii^^^
f Ihft 5*ed^«l gtiinte, Of the 480 Fuibl^lght-HAyi gwntcrt In
' IV were women. This my be due to a numbw of fa6to*d/k*
ne factors la the low number of applications from womeft* '
<-^x which Is the result of the fact that women arc not aware of the options
. open to them in Ihls area,
b^aj^A-V would re^omihi^nd that special training and counseling centers
T^^v^ tcpuld be obened for women speclftcally in the areas of education* Cer-
'ifi^i tftlnlv such centers could provide many additional services to women
; \ ' Clearly, the Women's Educational Equity Act can provide to many
noonle In all facets of society diverse and vftluable experiences; There-
■B^'r:4^^y would recommend strongly th^t the committee report this bill
-t^ r^i ; io the fall cominittoe and then out to the rt^
I have several further recommendations.
- V One Is that the level of fimdintf of the program be increased.
5 : Secondly, I would like to see either In the bul or perhaps in a sepa-
rate bill the duty of reviewing all books used in all federally funded
Institutions reviewed on a national basis-*! think that could be done
through the OfRce of Education, perhaps a commission or special
office set up for that purpose— and make a specific recommendation or
I'cquirement that within 8 years of passage of the act, all discclm-
( Inatory book? be removed from use in the educational syrtim.
Obviously that would mean that numerous supplementary materials
would have to be developed for interim use. You cannot take all the
books out of the educational systena*
Thirdly, I recommend a sense-6f- Congress clause included in the bill
encouraging all educational institutions to review all educational ma-
terial that they use and to phase out discriminatory materials on the
local level } and provide sucli Federal funds for programs for school
, districts to use to do that review.
Also I would like to recommend that on the Commission established
by the act there be seats specified to be held by students and youth*
X chink it is Something that often happens in commissions that are
tttf- -established-«-and a commission of this nature certainly deals definitely
ff^;., with students arid youth—that students and youth are the ones thfyi
arc not ever included at all. And as a studeht and a rebresent^^tiye of
the National Student Lobby, 1 would like to make that tecorpmenda-
/ ' : Fifth, something that has come up in questions that have been asked
Si , is ho^*- the selection of the chairperson pt ths committee should take .
pl^^ce. I would like to recommend that the chairperson be selected
"I' by the committee^ itppointed or elected after the committee is estab-
/ ; Jlshed, perhaps a one-month date c^^
Thank you for the opportunity to testify, and I would be wijling to
: : linswer any questions you might have.
0:'^-:\':.Mvb: MtKK, Thank you very much. Your testimony has been most
^'iif; :>,lljuminating. I can already envision a bill called The National l)is-
;iS;.vri feltimihatory Materials Replacement Act providing funds* for anjr
system upon finding discriminatory textbooks could replace
trV;v- therh.bv apt>lying for Federal funds for such replacement. That Is an
S^>::;$*ceMis^^ . ^
302
^ I wontlcwtl \t \m poukl toll us, within your i>ocv group, within the
student groups tlint you deal wlthj whether you find among thorn vic-
tims or cftptives or however you want to describe them, of box stereo-
tynes. ■ '
Ms. Rx-AN. Absolutely. I don't really, think thftt niy peer group la
ftny freer of sex stereotypes tlwn any other group. Perhaps slightly,
because in unlvoralty environment there is great exchang<> of ideas, so
boopie are forced to be aware of it and it is something that is brought
to the surface ©very day,
Mrs. MiKK. To whftt degree are men participating in these wonien'a .
studies programs that yovi describe t . ,
Ms. Kr^K. They c^rtaiftly dp nbt. represent a inajorlty of the class.
In most universities mfclea ate in the majority of the overall university
registration. They range In some schools from no participation what-
ever to very large participation.
One course i attended, M winter Was a course on Women and
Prostitution, and I would say probably one-third of the dass was male.
I, am not golnii to say whether that is because of the $ubiect matter. . -
Jm. Mink. It was pr<>ba,blysubjwt stereotype.
Mtd. Cmmom. I do a great deal of traveling U> college campuses v
<)vor this.coiintry and many ^f ,^he women on tho$e campuses are not '
participating in many of th^ wo^ien's fitu4i«^ courses. In tAlUlng with ,
them, X happen t<? be.^^ey^>.tha^ they fe^l ^ innately inferior hmnsd of
what society has done to thejn.th^t- they do,not^ ev^n recognise how' ^
importAnt it is for them to^get into the$e. courses whicih wouW Wlp
them in terms of their overall devj^lopmertt,
But I want to be, the, deyll's sidvpcat© for the i^dmenl,',! w«nt t6 say
m\ m looking over lh6,.enMr0,r«ftg^ of courpes pertaining to wotoen's
studies in all kinds of un^versitifis in this oduntryi I can see why they
would not want to register in ^rae of the^ courses, tfeOl th<^t mny-
of .the courses do horincludd some Hind of ipr$Uminaty. orientation
v^or women, who have b^en so insecurei w}io have been so uptight
about many thjngs in this society that they won't ^ven go into these ;
; broa^ene<l coursed. * . ., •<-■ * -'.'. W-r
SvM wondering if-on-thrtollege-campiises something cofild-^be--
:<ion6 to have.sonie kind of effect pn those who are implementing'the >
,mms, . , . ^ ,( ; - .v.nt^
Ms. BvAM. One problem X see very, obviously is no one feels th^yt^
are se.'^ist^ No one feels they themselves have the problem of se? sUv4^-J
typing or have been 8ubjcct<xi to Sex role trsckirig. Even for th^ hiostV
part I think people that do get enthiisiastioMly involved especially in '
a number of these courses, are the people that need therti the least; ^ ; : : >
_ I think probably one real possibility is integrating women's studied' ■
into all courses in all facets of the educational system} having these
kinds of things integrated into textbooks that are used in regular
courses, like standard Americ^^n history courses, for Oxample-^ap-
proaching it that way rather than trying to move people who do not
want to get into women's studies courses into tl-em, or trying to some-
how hit people who are not willing to be hit.
^ Jlrs. Chiskolm. It is very interesting to me— one has to say some-
times that women are their own worst enemie^. I have noticed on sev-
eral campuses that I have gone to— and this was a shock to m&— that
many more men enrolled in some of these courses than women. I think
JC
Sis
K-.. ......... , ... "jthlMd
how
, ^ . , X , . .. ..-^ ^ 80 dea*
t>^rfttoJy } how do w6 get theirt to foel more secure t
■ I just wonder whftt needs to be dohis until wecan ihtegriite women's
studied into the vavlous Rspecte of the currieuluni. Maybe we need to
hftve some kind of jireHmfnary courses that will help thorn to get to
that step.
. 'Ms, Hyan. You' are thinking in terms of the high school level of
courses thftt would be etftndftrd, mdndatory couwes f
.v> Mrs. OiHsnotsr. Yes. .
Ms. RyAK. I think that has real merit. It is clear everybody by thfe
time they reacli h gh school level has been Sex stereotyped, ftnd I see
no rpaspn why things like that could not be institute^ partlcul^irly
,on tho high school level where institution of d new coui-se is not too
much of a big deal.
Mw. Mink, Thank you yery niudi. W6 appreciate Vour testimony
"iv^ ■ ftnd thank y6u very much for paHldpating.
Vi Thil concludes the hearing of the Subcommittee.
;.V-. (Whereupon, at 12:80 p.m., the subcommittee recessed, to recon-
veno at the caIJ of the Chair.)
'Mm
[The following documents were submitted for the record 0
BXAtltUEKT or TEEBT Hi:iiKf>ON, SxtCUTIVE SsCEEtABY OF HUt
NATlO^^TAt EOtJOATtON AftBOOUTlON
The National Education Association U ploaeed to present this statement In
support of the principles contained in B.B. 208, the Women's Educational Equity
Aciqfjm
; / H.R. 80$ provider t declaration of matky of the Ineouitles ^hlch havo been '
preeent In th^ edacatiotj 6f women and ^rfe In the United States. It tecognlzee
}<i r^lfstlcally that set diacHmination ha^ Indeed existed bvt recognizes also
that now, \n a time pi increased awarefle$9 of women's capabilities, aspirations,
; and prerogatives aii hnman beings, at le^st s6me of the contlimliig dlscrfmlnfttlon
can be attrlbiUcd to simple— and correctafete— ignorance rAthef than to deljh-
^ V erate bad faith. - • r ^
rrc More ijBpomnt. though, than the acVnowiedgement of past iUs «nd*ot mreat ^
, progress Is H.R, 20S's attempt to proylde simple, wQrkable proced^ir^ to aiietlate
many of ^he problems which confront those people, t>oth woi^^n and m^'ni wliO .
t m hyim in their oWn tlvCK and careers \o end sex discrimination. The bill .- v ^'*^
'f:\prorldes mechanisms and resources designed to aolve probfems early In the C ;
" other\vI«ie-|ength>;' legal processes. Hopefully such mecbatilsms could lessen the '
antagonism between wrtles wljich can so often occur when legal actions ate v- c^
long, drayn 0^1, and abrasive. /
508 can Assist educational instltuttona in developing programs to e>|idl*^
'^^K^<^* discrimination in school pract ces and policleii and In maWog all coQcemed
'A:V9^m pi *pbtle form^s of discrlniinatlon. it wlU sfgnldca^t y hefpjhc " ^
^ gotetnlng bodies whl^h genuineV desire to pr<JyYde e<iuaftt? olf edtic^Jonsl
'fhT opportunity for women *nd gtrl^ particularly since It pr<>vld6ii some addlMona} '^^-i^
,^or flnandal assistance to develop antHls^rlmlnatlon ptograms Wthout cutting. -
t \ infe the ^regnUr school budget. It win Wso provide ft remedy' whlcl? chatlenilni ^ ' . •
;4V^ ,to<HvWnlits or groups <^n suggest, to help eliminate dJ|;titimlpat<jry practiced /C^
/^';nJ8aWM<^9 perbetuated by those^sc^o^t i^vemln? bodies which a*e tinwl(lWg: <
to hegirt developlngprt
,tC-^t6itMi\A$ lift^ouai WfoHstd ^Ijwtnnte ^Jwi
'i- aI*?.*?: ff^^^W ftW lUtMdjr cbftUenglog educational program*.
As ihei b«com* mow ana more aware of the egai tool? to tgH dlsorhnJnatlon.
. m^S^*^'^^^ A? » program can or win be deyeloped vlnder
Mi^J*A*'-*<^**5?*>'>?«fH AUo.ftseftt women'fl groups. yuiK awo^
Sfe*****^,'"'' admlnlitratlona to Institute programi, anTwlll make avftll^
able advice on prograw design and implementation. There U little a«e«tion that
value In implementlag change with a mlnimuto of antagonism.
' l»»eyvt«««»«aed at our annoal conTentloa just last month in Portland.
Oregon. calU loir a guawntee that women teacher* will hate equal opportunity
V. tii fdrancemeat to admliilstratlTe positions, dearly thl« means more than
,) tl^e trite Dbrase, 'equal pfcy for equal work,' Clearly also, such truly equal ad"
^ ■ ' !?'\??'5f "1 >1PP*'*H?'* « ^Wld be In the best Interests of n6t Just the in-
fXi tSSi?)?„It^iL?»*^'?*'^<>/ Jl* thtlre eduwttlon system by op^S^
1*15 l^-5JK*V;?'^^»-^'il"l$*si'^«<>' resource*, and commltulent,^e
C^xi - ftSJj^ScWMnt, encourage such opportunity for
■ . ' • ^/^^l**!!?' ^^''t^* »»»t*if«>Hy leave takea at the discretion
?<-*ir words, matern ty leave that Is administratively
'M • li^Uik* other prolonged lijablllty such a? a bvokeii leg. H.R. Im
' Wftni* »"«»> leave poitclesto i4 Inco^rated Into teacher
t<;i!?;."' tracts^ , • • ■ v
€^'''=-''»^SE^*i^S**^S"^*II'^^.,*5J' physical education have long distinguished
Pi'-r- -^^^^^^^^V^^^ firi^ ^e «U know that tie money for eoulpmeht, trau«port«-
'"J^ ^yfi'ttogranss. Often' indeed, tlhe,(men) fokliali
Hf P*'^ ^or ft«lr ojftracurrtcular dutles-flnd relieved of '
M, ■ lunchroom or busloadljg superrtalOfr-whlie the' (women) golf, tenhln. and
,;«wimmlngcoache8 must donate their time And flght^the administration for" the
t'!> A?' incldenUUxpenses, ,We feel tm Kn. m would do a great
1:^ '- fttmoephere which has historically piade thU tme. and could
i MU'L"*'**'^'' attention being pftld-and- resources being aliocated-to
' 5.' ,' girls sporty
. ' • • ^y^S^L^'***?? %1 fight discriminator program? and
' ■ *P i# Atoehdment to m UJ. donsHtut on, MeTirof tw
- S^Vfl ^ ^''^ andlhe iS*€<!Utlve 0?de^s which require amnnfttlfe
■^Ott Pwgram* ^ gotemme^t contractors, AliofJhese broTid^ a weans of ■
...-i-. * „ ..... * ... :c<>i}i's6, supplement-.
positive ralni^rlt-
Itistincee of
e,'!- - Hon. AV0P6TOS p. Bi^WKlNS, ' .'
-'-V-'^**?..¥if On ^half Of HR 208, Women's Kducatlon Equity Act,
r-^- ^ "J* fnglpsed testimony. The statement is a draft of an
! attlcle to be released In the October 1W8 l«ue of Phi Deth Kappan. Also dn-
closed is a copy of th,e booklet 6i% iHn<fHttl, which I edited from the proceed'
.. ^ published next fall.
the recent accomplishments of the women In Conncctlcqt has been the
'"f'''-" SSJS.H'^''^^'** " 1'*^*^ of Women Commission. Signed into law on June 18,
./iti- VftS by Oovernor Thomas Mesklll, the commission will have 17 members,
% % " *V y''?".*!^ have snbpoena powers and responsibility to manage a $W,00d
.! annual budget. We are hopeful of making some strong recommendations aAd
I Changed' to improve the status of women In education as well as other areas.
XVftbtuar/^<;f IW^ A SUtui of Womea Oomtaltleo wa« forad by the Com*
*l<rt.ott W H&h^r BdaOftttqii W wprt^ut <icA pue the 19 public college* aiid
;e»iUed Mil ()ohii<f«U6tlt, The eot^mlUM U chaired by Qatl 8hea, former
' ^$,ni ptoim of the Vnlver$it> ef Oefttiocticut. it is 8!«jift<*ant that uer
, . ,MJk%M Mv«Mty wai feeeckUj^ ((MoliUtt^ Aid A li)tt ^rttotf tlolaU<^]ie
otth^ firat aad touneenlK ameh4mekit has been med {H the federal district
cou]rt Addltlooal legial actloji U t^nderwajr with the Bqual Kmp^ement 0£por-
P{- ; tunlty OommtMlon ahd the CotmectlcUi Htim^tt ftlghta aud OpportutiUlea Ooiax*
V lalaafpn, Mach jaote^ork on the rtatui of wofee^ In higher educatiou Iti Ooh-
r t)i«ctlcut remaina to be do&e> a« boat of m exl»Ung dldcrimlfliatlon goee deepen
? "L^ W dlicriittlttaUon in K through i2 edflCftttoa In Connecticut Is equally
^:^; lftttdiotta and efen toore unknown than lu higher edncatlon. Tew Oojmecticut
Mwatora aeein to be *iwre Of the meaninig m intent of Title ix of the Kfigher
■ ? ^ . Education J^l oae Wopen'a Bdncallon Equity Act c4n i6 further and be 9^ more
compdltng rea90& for causing achooi syiteml to end dlscilmina tlon in cu Mricnlum,
t Adj^wiqns, sports, extra-currtculum actlvjtlee, salaries, and Job opportunltlea.
fSv i \ NottWhel^^^^ iPonnectlcut are orgafaislnito fortn Women's Oau-
)yM.f}^^ to enact stiite legislation/ and have in fact succeeded in getting the Oonnec^
' V : , t jcut Legislature to ratify the Equal Rights Amendment this past February. Pros-
pects for reform are tright, bnt not immediate. As long as m power structures
r'?:, Jn education ate mwe domluated changes to provide equal opportunity for women
>; wlU be gained at a snail's pace, ;
'>>i , On ftnal point not made in the attached statement concerns the degree of op*
hk'-: Wltwtleabelngdenled women In HBW by the federal government, A May 1973
:a : MbW Federal Women's Program entitled, ^Fosltive Indicators In Employment
V?' for Women W HEW/' is extremely distorted. The report attempts to make the
I r few numbers Of bJghly paid wx)men compare favorabfy to other tranches of the
rx: : federal government and the U,S. work force. In fact the r* w data indicates Ju^t
// how few wonij^n are ntiU^ as anything but support staff. If you are discriminated
against) it is not better to be lees so in one place than another. Any discrtmina-
.7 : tion Is equally wrong. Sitting in the middle of the bus may be as distasteful as the
back of the bns. Much more affirmative action is needed within the federal gov-
emment's own Ottce of Education,
Many women in Connecticut would welcome the opportunity to provide personal
testtm!ony to the variety of sex-discrimination and the denial of equal educational
opiiortumty which exists in Connecticut schools. If the sub-committee conducts ad«
dltionai hearings, I would urge them to hold a hearing ix^ C<mnectlcut, I am sure
that either Congressman Itonald Sarasin or Robert Steele would be most happy to
assist in making arrangements for such a future he^tring in Connecticut
If the committeO has fuiiher questions or needs addltlon.'il evidence I would be
most happy to cooperate In an further requ^^ts.
StraAKNR S. Tatiob,
r:^-^— ' - ' - ^ z Coof (f^rtofor of H€$$(trcK —
?/k , STATHMtNT Of Su?A!^ft« S. TAYIOB, OOOafilNAtoa Of RCSEASOH, OONIf ?OtI^t;t
Ifil^ : ■.h/- .k BotroAtioN ^^ssooti^io ■ {_ , ^-^^ x:
iilSiSiif ■'■ ■ . ■ 'J^t'OAW^ walk' pOHAll^f V'^- "^^^l-^
\ , Although the recent increases in the proportion of men elementary teachen^ in
;h' i tl^e lower grades may be healihyj there has hot been adequate concern over the
; . 040 i^^^ i^or^ Wiimen educational leaders suggests that the fault Mf^-
Wi:^ W wift the woftt^.them^lres, in fact, .sandford Reltman h^s produced an
etiology of passivity to e3$>Jain the lack of women leaders. As C remedy he urged
'hv; tvom^n to become l^si dOcUe and more assertive.* Vnforttyiately, our economic and '
lt^<. Ctilliiral patterns mWiate against such a solution accof»ilng to Matina Horueiv
Sr^dent of Radclltfe CWlege. She points out that although ^men are not 1^-^
[4|vii:'j|i^t0ntljr doci}^ they are conditioned to avoid success,* Horner and ma nj; other,.
**An »nltiatlOB,<>rtlie R*<j6pfctrtj<:tUt.ConceptI<>& oMhft '&b^oi'i
1^)F%S^W^'P^ B^octiUarM ChuBiffV^ (ajiptiWUhed Olo<?tofftl diwertiillob CArt W**Ufn
lli^&l^jtftf^'l^^^ ''A »*»lc loconibt*n<^y /ein*n/« PffK^Uty itnd CfnAt ,(?Sdit*d
iftd <fttitta|in) Beliaopti Califprnli 1 Brookf O)]* ^pbllijild^
306
hfgb^r than mn in many academic areai until th^y reach adolesmce.' Subs^
qnmxy glrU loam that tidclety has otbi^y ^^cpcctollona for wom^n and d^fei^nc^
ia rendered to men. xherala t»> «vld«nce that wometi are bom t^ith pandiva yenca.
^^rbai» if our ^od^ty eo^ouWrf^ to<W IMfrlduallatt aad freWdto iltnoh^ both
I .en and women, it would permit more vrolnen to aasert the QMreaslveneaa and
indepen Jence ueedM for leaderahlb tolea.
Tho economic aanctiona which hafe Inhibited wowen id the work force are
Jtt$t beginning to be anatyied. A recent article by BhelUa Toblaa dlacufiaea the
myth of Roaie the Biveter aal a happy retiree explaining Jiow Rcrfe wai forced
back into the home by both managemeS^t and labor nntonic^ Purit^gf the debrea*
aifji ot the thirtlw married woiaeti *e*e frenuentiy ttbt allowed te teach. Vntil
l&t?. prtgnant womftt uatJally wert forced out Of teaching. Court acllon and fed*
mV and state leglftlaUois are cnrretitly be^ng utlUted to protect the tighta of
ptegnaot women to teach, Bteh at thl* *rlti«ig the Supreme Court hai befoi^ it a
teat cafto on the Hghti of pregnant i^romen to teach, l^o fatorabie decUloti* and
oao unfavorable declM6ri hate been tendered by lowiir icourta on thli iaaue. what-
ever the explanation* the extent of tSe exclusion of \9pm^ froto educational
i l^adcrfrhlp is en^rmom. The aceompahylng cnatt refeaia the declining propor-
; ; ion of wo.lien (eachera. In secondary dchoola hieu teacheN oUttlUfidbir women and
; c when^combined with elementary teache>a, mn conatltute 8$ perceftt.of the toti^l
f'$-> teaching profwaioft. Yet pewetjt of the aecoMa^r t^rlncipau aM more than
W percent of the aupcrlntendenta are men**Bven tfiovgb. moat teachera ato^
;a -f^ wo^ed, vei* few wotaen flU educational leadefehlp i)oaUloti^.'fn f^ct, the i>ercettK
^ He Of women elementary pWrtOltAli (21 percent )UactUany lower today^hanHt
\j \ waa in paat decadee. All othef educatlouki leadership po^ui^n^f tr^ditiofiaiijf l^avo^
:^^:\\ b$en and are held by a majority of men* ^ ' ^ ^
^\ V ' : ; '^^^ cau?e» for irtaaW dominance i^ere inherent In the development of our educa^
y V t>o"^l system, ai hUtorlcaliy wotoeA have played i^ feubaetvieftt role. When the
first schools ivere established! female teacherj were coflsidered fit only to teacb
attend^achool only to mi up Uhused spaces,^ female acadehiies, where iWg WijfO
trained separately but not ^ijualby finally developed and prospered ^duHrtgS
the 18th and ftlh centorieft Aiterlhe (Hvll Wa*. women, y^ho bad be^otpe; m '
majority in teaching, were dtspli^cW aa teachers, except iti the early grade* where
they were prevailed U|Kto otiCe more t<^ prepare studei^ts for more advanced tratd^ V
-J., Jntu^^defmale tutelage. ' * : - . -
\X> . ^^W^^h womei) areagal9>elng dlsj^aoedli) theekmentiw /wh^^ prbpor-.
; tioti Of me?i eiement<ir?Meher*.haa iucreawd at the aiarftilpi rate of $$ percent ,
during the ia\t jecade.J We Ptmxm t^f^omn PrinclDaU^as decUneS^f ro^
tL;^?^ ^^^X 1* IWO to 81 pewent In lWO.^?*e Actual nuwe> of wom#n ^mni^ :
^7^vltendktrl\the^uatl<m from do W^.of the S^OOO.ln mrHm^i^h
sa^mww — '■ ■'
by ^omen and on
le average gr^de^ foi
ate Dcparttnei^it of I
State Department of Kducatfofa j7 l^i
:he notiprofesslonal st^ft, ^^^^^^^p^^^^
tpdlanai inorldaj and many other' ptates is sijcbiL,.^ v.v^..^...o «
sister colleagues from these states; Although In f eansyliva'nla a bf<lposaVt6 if- ^
tack aex <3iscriminatlon in the state schools ia being implemented b? Johp' 0,
Plttenger, State Commlsloner of \Mucatlon. , r
^• OtAc* !^, Burton J*VatJ<|tlOM iu 1(ha Ontoirenr of tintkt tAtt^tttn Amng
* |i>em|i Tob^ Andehiott, %ut«v«r Htpwuea to Se^fis thVfertmf"' lijs,
iO?r?J i^^^ National Education Mnoci&ilot, $iHmciU$ 6f ^eh^ot SUiiiikh
^}VMiS\u\ei 6»cft ef Edueiktloft Com«Ualott0r*i Talk Tott^ on tl^t Jmmt of 6(ac* of
g^tj^syoa Pfoirrami on Wom^p, ^'A Look at Wom^a la EducAtloo : Um$ M AttwSi fof >
gERIC
IS,,
m
m
la IWO-n.' Tl>0. ...
......... ^ wojfifo owWttmter m^n:«na hiivr
ij» uti tojtnu^'^wd <i\xmm ^'^y^t wot^'t wore women
women eai3S,^>ay p^ml ot
,tlon of woto^n do$tori^cl,tb4n
factor. A, W^m iwoy i. , ^ _
^.tMt »0f t^tWfl it^mni of the i
tq Wqoxen. ^omi p^tctnt of thtoe,
station and fuperrWon. smc^ ,
i*e|ijre^jit<o«'M?^tlon was
IP
i?M5l^^|,»jW^^?^ Men^ (ST?i)r Engmi arid
alr0 prefer;^ to wow^h. My dootoi^t tbesJB coh
W0tt?n (11 a4mi|4sttatots confl|™i thlij.conclu$ipn, Ui
W b^tOg wu^li stjperlntendenta (m^le) wciJt
,,ciy.a?oww thai auoiwrtww . ^ .
likely \omh wmt^ t^i^ Mf^M^itmn^ p^V of th^ ^ichool 8f stems eiu4L ,
did not oflcour^l? tvoiwon to train or appjy for adSjjlntf (retire J>o^Ujor(?, Moro-
over, eveH th^iiK tiot^ ^efe no w - .
mlnlstratlte appolptm^tnU and rw few
apWy for' adj?|lntf (retire J>o^U)[o?i
tt^ molee pre<;ttidin$ ?^omenj
wiA6olsy6tewi acknowledged ai
poltciea, women, wof^ fitlll not likely to to Ai>^5lnted pHn6lj>(iU.0ip
endentf. irtf^t, " ^
tariabi^ oi
,01^ bacfcgto
Other r^i
admlnUttj
be^n little
fej^ nie<> I
own, ^ngfftela
ttm ad-
i^yeai^' th^t the only Jaotor Wen
Irin^ jiroeess wa$ that W ^t<v^ OtM /
_ . ^ ^ w ^mr^^fi^, aleo of tha ^cbobi dutrlci
id not fiffve any VallJ>rreWtl<>n tO the MHng i>^oceas,**
^ atch e3?iftt«. howevfei'i whlcfi ahow? t^§t wom^ii do indeed make gocyi
AJ^ lt^ }Mtanc*a t)ett^r mn me^i, Apparently thU r^.eareh ba^ A
mb)l^Ued. The Jd^a th^t bot Vmeh and wom^n do not like to wort wder
wA^^^ la ftlflO <iuafltlonaMe. OopMderabJq i^esearch, injludjng jny
tho^ wto had worked for S woman iiate tba woal favoraH^ r
mm
ki^tijtd^ toward Wom^n ad^ttlrtlatratora. Otius Jt ^uld be oonoiaded that workln^f
for tt wotoan tenda to be a P<Jeltlvo ett>er|ertce, waWng that employee more It)-
elln^ to hire ft wowEin a$ administrator than someone who has neter worked for
awiman/ - ' ' -
■ ' Bereral studies ean be <lt^ to support the elimination of dUcrlcatnatlon ai:alnf*t
>;omm administrators. HowphlU, OnfBHi^, $tM Frederlkeen concluded that
atthongh men pHhdpala seem to be preferred by Boards Of BdncAtlo^vth^ mate i
principals did not demonstrate superior performance In fact, women tended to
ORtacore men In ablUty to work with teachers and out-^lders ; were n^ore con^
m
308
Cornell with ot>iective«i poBseMed greater knowledge of teachUtg methoda and
tectinl<tue€L and were aMo to gain poettlye reactions from teacbera and
fiupertow,**
Tho VntTerstty of l^lorida-KeUog Leaderablp stud/ team, oompoa^d almoat
entltely 0f meni attemoted to Identify and clarify good and poor principal bo-
Mvloh The team concluded tbat women wero more democratic tnan metii as
as outscoring men in the most effective responses to administrative prac«
tlcer.'^ A year iateri the resnUs of ^ similar study were so surprising that the
researchers caref ally rccheck^ their worki but the result remained favorabte
toward women* A third study conducted on a nationwide basis further substan*
tiated the Florida findings that more women than men possessed significant
leadership attributes,^
Other plus factors for women principals were indicated in a study by Helen
Morsink, Her study revealed .that men had more tolerance for freedom, but the
women score^j better In speaking and acting as a representative of the gtoup/
being persuasive in argument, emphasising production! maintaining cordtai rela*
tlons with snpertors and eterttng influence and striving for higher s(atus«^V
StlU men are preferred) Preferred not, only as admlnistratots, but in other
leadership ateas Important to educatlonat policy making. Men dominate teacher
associations, school boards, research organttattons, and related prof^sionat
education associations. Men are the top leaders in both the Natiotlal ilducatlon
Association (1.8f million members strong) and ths American l^deratioh of Teach*
era, AFI>-OIO (270^000 members) » Becently each has become concerned with
improving the role of women in policy making and leadership areas within their
associations and with the profession itself.
The nature of the power structures in NEA and AFT makes it difficult to cite
f'tattsUcs for comparison. But with this disclaimer in mind, It is apparent that
state organisations of both the Association and Federation are male domin$te<i.
Itt the 50 state associations, no one is nm by a woman execnUve aecretary,
aithotigb of the elected leadership S3 percent of the state associations are
presided over by women presidents, an increase from 20 percent in 1072# It should
also be noted that 20 of the state associations ate headed by fuU time presidents.
In the AFT there are only 20 state federations who have elected presidents run-
ning th^lr organizations. Of these only Minnesota and Tennessee have women
presidents. Nonetheless, some of the large local AFT nnion^ hate won^en presi*"
dents. Mary Ellen Riordan of Detroit, who has mn that power structure for
the past 12 years, is one example.
Looking at the statistics nationally b«>th N0A and AFT are rnn by male
leaders: Terry Herndon succeeded Sam Oambert at the NBA and It appears
certain that Al Shanker will unseat 0a^6 Selden to run the AFT, For NEA
things have changed radically as the alternating cycle of male and female
national presloenta was broken with the installation of Br. Helen Wise of Fenn«
sylvanla last July as successor to Catherine Barrett of New York, Both have
served as full time presidents. Women also serve in some second string positions
at NI?A and AFT, as Sandy Feldman is deputy for Al Shanker. and Margaret
Stevenson Is Assistant Kxecutive Secretary for Programs at NBA.
ODifferences in sl»i as well as structure continue to make it difficult to compare
the two organizations, but of the professional staff employed by NBA more than
25 percent ate women (tO out of 800), compared to 16 percent (t out of 42) oh
the Wnshlngton \¥T staff. Percentages are roughly comparable fur field staft,
although numerically NBA has S3 times more women than are employed by AFT.
Only 3 of the 22 AFT field staff are women ; whereas, 100 out of 701 association
staffs are women (excluding New Tork and California)* According to the National
Council of Women in Bducattonal Administration servey in 1070 the state
associations employed women tn only 17 percent of the professional staff posl«
tlons. Obviously the affirmative action plans have yet to be written for most 6tate
assodnttons and federation.
It John K, nemr>hl11. Daplel OrtflAttiii, and XorniiQ Predcrlkitn^ AdtninUirattont Ptr*
tfifynnnci and Pin&naUiy (New York : BureAa of Publlcatloai, Tetcbefi College, OolttmbU
Uft1v*'niltT,lD62),^. 354, ,
i»Hutdft Grobmen *>nd Vyn^j A. Hlnesb ''Whst Mukfft a Oood PrlnclpftlV* The BuUeiin
of the Sothnot Auocidtlon of Beconaorv school PrincipaU^'XL (KovtnMr, lOSO), pp. 5-16.
_ ^Konfiab Q. Hate, **The Vanishing Womafi Principal''^ KaliOM^ Sttmntanf Principal, .
XliV (April, 19M>, pp. ,
" Hflett M. Moral nV. Leader Behavior of Men and Women Secondary School PrincipaU
(Waablogtod, p.e, National ConncH of Admlnlatratird Won^o in Bdueation, lOSO).
mm mm\x^^ (whm tue UBA i^t fix o^o vote), hum^v^ir Jpmh
; ;;Xli of thlat T^tlfii^ 8 mow »Utel to ffttJfy the Mth emeSdta^tit to tte
X' '/ift^i^jy^ri^^ l8 m ?uiae thm is a i^ubitafttlal d|(fewnce
tix tb^t fovport for BRA by the two,<>rgata«aUoa9, On the one hand the
Connecticut Educatfon AwodatTon vigorously supported *iid lobbyt^ 'or m
twflfee of »ftA, whmae, on the other hAfia,the Connectknt Fedmtlon of
Hichere, An^OIOt did Uttle to elicit support for the BRA* On the night of
e »ttA i>ut)UC heating in the haU of the house befote national TV afid press
coverac^i OBA's president elect and legislative chaltwoxnan t>ronght the offlcfal
endorsement of Its 27,000 members to the attenuon of the state MsUtpre.
Connecticut state tebor Council APL^OlO's director of Oomnjltt^ on ToUtlcal
Kdlicatlonbrdtsght het organlBatlon's opposition to the attention of the leglstatprs.
preMdent noTiabiy absent from the debele, and no o<ther mem^ber
represented the public school teacheirs of the OFT, Yet the CFT-AKl-CrO had
g^jne on record In ii^ppori of the RRA. . , , .
Whether or not bra is erentoallr ratified, women will become more involved
In ]>ollcy making roles of the national teacher groupe due in large pert to the
feminist movement and the consciousnesa raising techniques of the NBA and
AFT Women*s caucuses, in Connecticut the ftrst state wide conference on the
stntua of women, r^e 61% MimHiUt was held over n year ago/ The proceedin«
have bcfu published by NBA under a grant from the VS, Office of Bducafcloar
A second conference held last spring in Connecticut became action oriented and
cftlled for severs) reformsi in curriculum, government end hiring. Publication
of these proceedings Is scheduled for late fail
Snft^uent to the First Connecticut Conference on the Status of Women, a
national conferencei Bduc(^H0n for BurviiXtl, was held by NBA last fall in Wash*
ington* Leaders who worked to inform the participants on hovr to eUmlnate
sexism in education were praised by Gloria Steinem as she urged them to make
the Iwue a major priority for education, The conference atJtracted over 800 men
nnf\ women, black, white, Indian, and Cblcano, from almost every state. Since
that time numerous other state associations have been holding ftmilar con*
ferences and raising the consciousness of men and women. AFfs Mai-Jorle Stern
has alao been working almost single handed to promote regional conferences
on elluilnating sexism in (Hluoatlon,
SCHOOL BOABDS
In many aspects school hoard leadership Is similar to KBA and AFT with
^otninatlcm by men; As memt>ers of school boards women constitoto only 20 per<
cent of the national membership and hold only \i percent of the state association
presidents.^ One bright note Is that ifor the nrst time in many years, a woman
president was elected for the National School Board Association. She is Barbara
ReimeTS of firanford. ConnecHcut
v : It would be helpral if more women were members of boards of education,
for two reasons, Firsti evidence gathered in piy doctofal research showed that
r f ein^ nji^mbers evidenced the most favorable attitudes towards
mqffonm iadmlnlstratorst and secondly^ school boards have the final sa;^ in hiring
adminiatratdrs. Vot these reasonif I believe th&t it would be easier to employ
more women as superintendents and principals if there were toore ^omen board
members, * . ^ - ' ,
- ' KatlaASl KdjiMtfOD Attccfsijon, trSOB O^TS-ycwT* - ^ »
; C^lMdlf rmWi (JiStliiry, Wti\.
310
Kot Only [a oducnttonnl lendersf^tp the province of men \n admtuist ration,
teacher and school board associations, hut in other professlohal n$30elatlons
as v^eDi A9 a member of the American Education Research Asaoctatlou I have
ohseirrea the field of educational reeearch being dominated by and controlled
for men*0 interests. At present AERA Is run primarily by men, although attempts
to provide more emphasis on women's role m education were made at the last
naUouni convention nnd will bo expandiHl at next year's convention. A women^s
caucus has been convened, a task force on women in education formed, at^d a
Interest froup promoted for next year's convention. Moreover* AKRA
i$ to be commended for Its vote to withdraw Joint sponsorship from Phi Delta
Kappa for the distinguished award for outstandinir educational research until Phi
Delta Kappa permits women as fuU-fledged members.
Out of the 800 divisional programs held at the 2078 AGRA conference onir
four focused on aspects of educational research which Involved sex-bias. On the
other iiand, mere than 16 programs were devoted to racial aspects of bias in
education. The four sessions devoted to sexist issues woroi Perspectives on Fc-
ntnie Kdncntion ; Sex-Rote Development and Sexism i Rnclah Ethnic, and Sexual
Bias in Collego Admissions, and Dlslalt IVedback^ AERA's apparent future
commitment to assist and promote research about and for women should beglu
to allay many cultural myths.' *
Many other male dominated research concerns and organisations should also
imDlemont afflrinative action in the utilization of women. Cronylem, where men
refer other male associates to Jobs, should be extended to women and could be if
organisations like Phi Delta Kappa Included women as members.
Kxciuslon of women from Phil Delta Kappa Isolates women from the power
centers of education* The full meaning of exclusion was revealed to me iu this
letter of Invitation to speak before a PDK chapters
'l^hl Delta Knppa Is a professional and honor society for men In education with
chapters in many countries. It is the largest professional fraternity in the world.
This membership Is comprised of top leadership and outstanding professionals
throughout the state. It Is not unusual to have dozens of superintendents, prin-
cipals, and other educational leaders from the public schoolSi and presidents^
deans, ai«<J noted professors from higher education attending Phi Delta Kappa
programs/^
Research conducted by and for Phi Delta Koppan also continues to be biased
as it reflects only the male point of view* Males do not appoat to be aware of
sexist discrimination as evidenced by this description of the school finance
questionnaire procedure which appeared In the March 1073 Koppm.
'*A random sample of 1,020 PDICs wa» drawn by computer from the PDK active
memi)ershlp matter file of &7»020 names. The ratio of 7-15 campus chapter mem«
bers to 275 field chapter members was the same 8 to 1 ratio found In the total
PDK population. The sample includes Individuals born prior to 1000 and as re-
cently as the 1045-40 period, the median age being 40. One quarter are 47 years
of age or older and one quarter between ages 22 and 35. All other Kappans are
In the middle-group, 35-40.
"CharacterlRtIca of the respondents were compared with those of the total
sample of several variable.*?, including age and type and length of PDK aflllia-
tlon. Geographic distribution of the respondents was compared with that of the
total membor.<5hip. In only two cases were states Identified in which the propor-
tions differed by more than a single percentage point, and in these two cases it
was less than two percentage points. It can be concluded that a no-response
bias does not evist and that the finding of this opinion survey can be generalized
(0 the total Phi Delta Kappa population.*'
QcneraltKed to an all male population? Since females represent 63 percent of
the teachers nnd 61 percent of the student population the opinions in the PDK
questionnaire are not representative of cither thi? teacher population, the student
P> i*ulation» or for that matter the adult population. The question must be raised
as to how well the opinions of leaders reflect the perception o.' the largely female
group involved In education.
The question is being asked bv many of my male colleagues and Kappnns will
have a chance thU fnll to provide their own Equal nights Amendment by voting
to nllow women as members of the fraternity.
Dlscrimiuallr>n does not belong in public educatlrn. Every person, regardless
of race, ^ocinl clnss» or sex should have equal opportunity for the r>urj<iuU nf.
hnpplnws under the United States Constitution. Thank .rou Marv Wollstone-
craft Emma TViUlard» Suf^an B. Anthony, Eleanor Roojsevelt, ihy foremothcrs.
Tonr role models as my foremothers are « ray of hope. May It be possible for my
^Wldren to have as many famous foremothers as forefnthers,
ERIC
• ««'«»i«<a«<«'««l'i I •!•••••••••< If l<|.al till 4 -ill
. ^< «4« I iia •! ••
«•<•••<
$4urc4: KitloMl C<uC4|i4A AuocliUon, CiUnitHOf ^6«l StitiMkN t«^^72. R«mr«li it#^4rt Wi-ll
NVojxieA bATe blstorlcaUy played an imponant part In tho education of the
young, yet thel; area* of re&ponskbUlty are fetlU aevewly limited. Th6 hl«bet
an admlnUmtlvo bMUl^^^ reaponBlbllUy, prestige and salary, the lead
likely U l« to be hclcf by a womam
A ASA urge* th^t school ayatems make continuous etforta to Identify wom^
on their staffs who arie potenitel educational leadera. We urge, too, that AASA
and other related educational organliatlona continue eSorta to recogniae the
leadership potential of women In their governance atructure. Women ahould be
encouraged and assiated to develop the skills reQUlalte for admailstratlve poal«
tlons. School bodtda In school dUtncts of itll sliea should develop and Itnplemeut
POUclea which exclude sex as a criterion, espUcit or implicit, for administrative
positions. Whenever two or more applicants for any poaitlon ate "eouar' In back*
ground, training, and the oblUty t(f glre strong leadership, sex should not be a
factor in the selection.
AASA recommends that Institutions preparing school admtnlstratora actively
seek out promising potential administrators among women.
FcMmist vs, PaiKciPAias ResuW! A DaAW jit ^ASSP Convbnicon »
midJe: What do you get when you crosa a feminist author with a roomful of '
male principals?
Amufet: A mlld-nMnnered confrontation that ends up In frustration all the
way around,
S(Ur<i Sadkett anMant profeBior <ti ih^ U, of WUooniitv^Parktide and author
of a lirand-nm book called Sejtiitn <n School und $ocieiiJt came with all the facts
and figures. She cited study after study to show how little girls are discriminated
against in curriculum materials, by teachers and by schools In general-dis-
crimination which not only hinders them from reaching their full potential, but
may also "thwart the process of learning/' She showed that the problem also
e.xtends to adults in schools where ''women <ire becoming extinct as principals.*'
la 1928, she saJd, 56% of elementanr school principals were women accordThg to
an NAESP study, but In tOtl the figure had dropped to only 22%. And Ih sec-
ondary schools, the figure is a mere 3%, As a result, particularly In elementary
schools, there are mostly female teachers taking their orders from mostly male
bosses.
would rather work with kids iLan beadminlstpators/' "Women feachers prefer
to work for ft male principal/' "Are we trying to make boys and girls who are
IdenUcal^V Ma. Sadker auswered the questlons-^but not to the satisfaction of
most of the auesttonen, If appear^. And she clearly wds not happy about the
^tie^ftlohi^H^nd attitudes they represented. a'w hwuw vm??
AWfUWd Ifi 2flB6PC^nvtHHon «cp(^rt<)r,;'H sMIghts of
Of th«>?aUofliil AwoclstioB of EUmetLtary School Pri&«tpau«
ZdiUn ot Education V$A,
if the Kjtlotttl Contentlbn
Aprll» 197a» prepared by the
312
Pct>rju?toK or OtOANtlAtioNft roft Ptoi^tasioNAt W6ue?^f
i^haimant Su^mmUite on SqUQl Opporiuniiie9t Uou$$ 0/ ReprtmMMh
t>rM Hawkins: An chairperson of the legislation and poUcy
committoo of the Federation of Qrganltatlona for Trofe^sloual Women I wish to
reply to your request for testimony on llH, th^ Women's Education Equity
Act The Federation is an umbrella orifaulcation of 24 groups represeutlng
i\onm In a number of profesiilons. They include the American Assoctatlon of
University Women, ABsoclation of Women in Science, American Medical Women'/
Assoclatlob, Jntercoll^gia to Association of Women Students, ^nd the National
Association of Women I>eans, Administrators and Counsetors, among others. AU
of these groups anv> IncrwislngJy concerned that equal opiK)rtunity be provided
for wom^n in the professions they represent and in all phases Of American life;
Women \vho have succeeded In surviving dlscrlml nation and have achieved pro-
fe$slonat status are disturbed in particular by the falUiro of our educational
institutions to play their proper role In tho achievement of our national goal of
eouality for women. At at time when local» state and national laws have been put
inlo operation to penalize the practlti6hers of sex discrimination, school systems
on every level continue to project and practice ajie-old concepts which are in
dlr^t conflict with the universally endorsed aim of e<iual otmortunlty for all
Women th the professions have particular reason to apprccute the limitation
thus Dlaccd U|K>n the full participation of qualified Itldividuals in our society*
They hare attempted tbro'*gh their arganiiatloniB to right these wrongs Hi their
efforts have been jpunv lu comparison with the tasK that lies ahead. H.ft, 20S
would a very signlAcant supplement to the present prbgrazns designed to end
sex discrimination, ,
AH women and girls would be aided by the special educational progroms and
activities to be funded hy this act. t'ralnlng programs for counselors and other
educational personnel would be a st^bstahtlal aid in the <:iurreht effort to eradt*
catft prejudidareducational patterns. Community education programs w-ould
aUo 8er\'6 a useful purposo in fulfiUlrig the obllgfattons Institutions of learnlug
have toward the education of those not necessarily within th^lc walls.
The Federation wishes, therefore, to convey to the subcommittee the endorse-
ment of the goals Of this legislation by concerned professional women,
Sincerely yours, »
' lReN£ MuarHY, Ph. p
THE WOMEN'S EDUCATIONS EQUITY ACT
SuBcx)MMimR 6x Equal Opi<>im;NmE8,
OrtllKCk)KMmKKOKKoUCATlOKAKDl^^ \
Washing ton^ DjO.
Tho subcommlttoo mot at 10 njn., pumiant to iwss, in i-oom 2287,
Kaybiim House Office Building, Hrn, Augustus F. Hawkins (chair-
man oHho subconunUtco) presiding.
Present r Representatives Hr^wkins and Mink,
f Mr. Hawkins, The Subcommittee on Equal Opportunities of the
House Education and liabor Conmvttce is now in session.
The heaving this morning is regarding H,R. 208, the Women's
Educational Equity Act, which lias been Introduced and sponsoi'cd
in this committee by the distinguislicd gentlelady ixom Hawnii, Mi^,
Mink, and It is our privilege today to hei\r from Member of tho
Congress who have aslted for the op^wrtunity to testify on this
proposal.
I am very pleased to welcome as the first witness this morning,
Mr. William Ashman, who is one of our most distinguished new
Members of the House and a very imi>ort ant member of the House
Education and Labor Committee.
Mr. Lehman, we welcome you to the hearing before this committee
and we understand that you liave presented to us a written document
which will be entered in .the iword in its entirety, at this pointy and
you may proceed either to read from it or deal with the subject as
youdesu^e.
(Mr. Lehman^s statement follows ;]
■ TicattuoNT or Hon. Woliam Lchmak, a HmE8ENtAtivE in Cokores$ From
Ta€ STAtB oir Florida
Mr. ChainnftQ and Mrs. Mink, I 0i;H^reclate this opportunity to testify tbU
morning In support of the Women's Educational Equity A^t of 107S,
Ther6 Is no better plftce to begin than with the problem of textbooks for
elementary sohoolcbUdre»i ivhich Indicates an enorrooud need for the develop*
ment of eur pubUe school curriculum to eliminate reinforcem(&nt of stereotyplcaliy
traditional sexual roles
If I mayp I weald lUce to go Into a bit of detail on what I found in five
elementary school textboo1<d currently In u^ In the District of Columbia/ X would
like to point out that these books have a ld7S copyright dale.
Looking specifically at the adult male and female rotes mentioned or por-
trayed In the t^xts, on^ book h$d Women as motheri teapheri salesperson and
. school nurse. In the same beokt men were shown as busdriverj gym teacher,
V saiio^ poUcetnah; biisinessmani censtructioa worker* architect, clowni clrc^
In a second texti wofneii were shown in the roles of mother, nurse and
^ librarian. Men's roled were father^ fireman* storekeeper, doctor, Veterlnartaa,
garbaite man, eonstiihdction workigr, b^keeper, mallmaa and sookeepeh
814
In a third QXi^mple, women were tn the roles ot mothert teacher, bi^ken b.ne^
back rider Jt> the drcun, and jrandttother. Men had the Joba of poHcvman,
truckdrtver, frt^lt aelleri ehoe store owner* pet store owner* blackamltbj cowhoyi
fireman r^c, a fireboati fruit saleeman. woodcntter, carpenter* police serfeant,
nehermau, uonki Indian chief, teacher, judge and farmer*
One of the most telibig quotes came froji the second text I referred to s
Yuke (a TOMng girl) said, "I know what we can do. UVb have a Uttle store/'
"That will he fun,^^ said Will. *'We bojrs can buUd the store. You girls can
make some food to put th the Itore,'^ ^
And that's Just whi^t happened. The boys built the .store, white the girls went I
Indoors and had Mother help them make cookies to sell,
Another Quote is yet another desr Indiciltor f *Ttix going to be a pilot when t
grow up,*' said Jack. *1 can be the iteiyArdess/' said Nancy.
1 think it is lncon(rove;HlMe thst hr limiting the roles women play In chil*
(Uen's literature, we are tehdiiig to discourage young women from going >
beyond tbe confines of traditional occupational iroles. - >:
A recent study by the Natl^hM Organisation for Women of 184 books from -
twelve different pubUshers found the ratio of boy-centerM to gtrl-centered ^
stories to be fire to tworthe rstto of stories with a male adult character as ^
compared to a female adult character to be three to one 2 and the ratl<> <^t m^te \
biographies to female biographies to b^ sU to one*
An opinion poll Conducted by yaf^'S 'Sfohoo}^ showcfd that sixteen percent ^^
of those school administrators who belfeted that textbooks are sexually hUi^
indicated they had recently reviewed texts for that Was, It seems that only one > A
percent of those who tooxM for ^xl«m didn't find tt. , ; /
As critics o^ the stei^ot;^pl6|; haVe^^W^^^^ OUt Ut best, the storeotypes /
may only confute children Who see Id their own homes and nelghborhooti^ the /
evidence that adult role^ especially Wome^^^ roles, hate < become: fir inor^
flexible.'' It should be pointed 0!it in connection with thu th^t the m^fority of ^
school age children have worktiiig mothers, and women hf^4 one housAold out f
of Ave. . ^ ' ' . / ^ ^ ' ' < .X-i
Before we place the bl^me^htlrely oh the publlsblng houses, let us p,Uo look ^
at what the office of Educatibh hH been doing" iyf this urea. OB la circulating ^ f
a new fllni, "wreer |Mucatloh/^ in whlcl^ twenty.flu^e occupations M shown fo> 7
girls, with six ttttes as m$nys)iOwu for boys, , , , ^ ' \
There is A r«il ti^M Fedewl |is*l<tan^ to improve career and to<^tlottal; v
programs for. the iroiitig^iroiift^^^ in otir schools. The wwld In which today^s $bU*;-
dren will b^ adults wlQ be ?atdlffer*iit ff<ifc4 our own. Many jmp^ wbi&en mil
have occupatioi^ In addition to W^^rfiaotherir. OirU and b6yi ivlll h»ve | choice ^ ^
of becoming etthe? a a<ia^r or i^Jiu^ser or yther 'A pilot . or^ plane |fttend%ntv y^? i.t^
Tbe federal gover^^xent shohld ^ leading role \n ellminaHng th^ee" ,
kind? of biases that severely limit the aspirations of <>ur young people, ^ ^
STATEMiaiT OJ H0». WttUAK tEH«AH, A RjafBESSHTATxVi '
a oomms took m ot jiobida , ,
Mr* Lrhmak* Thank yon, Jlri Chu own* . ^
I would Hko to tftko a few minutes td go through §omo of the bookd
we speak oi in thft docym^nt But ^tntf 1 t^ant to thank Mnsi. Mink
for her work In behalf 6< the Equal Bights Amendment and for hit
effort In coming Into my distriofc to work for the Florida passage in
the next session of the lej^slature, to get this constitution^ amend-
ment passed hy at least one nioVe Stafe.
t thank you, Mr, Chalrmari, for permitting me to come in here. J
will address my statenfienfc basically to the way that our textbook peo-i^
pie have reinforced the role dr position of the young boys and girls
f ? c.it the beginning of theit* ^hool d;areers. 1 wofi't to into all of them.
,1 woiild justlik^ (ohold them iip andshbw,what w reaUyh^tppenlrig
In the schools. In the elementary school the prlnofpal is always a man.
In the stores the store owner is always a man.
In this portrayal the nurse is amays a woman and the principal,
again, is a man and the pers6n doihg manual work is a man. The peit
<mft*^ iinw0r ft,\?oirifen but 1« ft man^Th^ dohti^Vie never ftnyti
>tif ;« jfn(^h. th^ to ydtir a«nm>:
M\p y6\\A It la n^iver vThb dentist will help you or shfe \m
AWttms. That is controversial.
ii
Mr. LmiMAKi I can agwe with that* They go to the bank and the
banker l8 alwaya a man^ but ^hftt;|d she viomff th^ret She k alwa;^8
the typist, the typUt is a AVomanvbiifc the bftnlfer is i man;
: ' In tho hortie the womftji always has an apfoA oh no matter what she {
is dojiigr* I navcf tteyer sei&n S m^n v^lth ftn Appon except a Mftcksmlth*
TheJnferestmg work Is always done by a man. The netfeon Who has a -
business Is a man. The fireman Is A man naturally. Tho hero Js always
aman. / : : . m / - ,
There are pictures of n^onks, but no pictures of nuns* Pictures of
Indian chiefs, but no Indian maidens. Indian warrlers,, but no squaws.;
In this story* the mother once again has an apron on by, the sewing
machine^ and she is weeping. That means she is weakj you know.
Every time, the mother is waiting on a sick child with ah apron on.
I would like to see one woman without an apron. .
This is the way it goes and in just a second I will be through* . .
^Vhen the children decide to play store, the child who plays tho
store owner is always a boy. The doctor is a man, but the nurse is al*
waysawoman. . .
In the library the librarian is always a woman librarian, but never
Mrs, It is always Mies Metrrick. Mothers do not work in libraries. -
Even the veUrinariahs are always men.
Now here the tviro once again has on an apron. I would love to see a
mother in one of the^ books without an apron on. It is like a uniform.
Here it Is, an apron again. AYhy does a woman have to have an apron ^
on in every textbook I ^
. »w, this is sort of sad. Betty Bell was the most helpful cluld in
town, You know, the girl is not supposed to do anything herself, but
only help others, She is the assistant, not the protagonist in all of her
-actions... ■•
Ht* Hawkiks. Could you give us a little description of those books.
Are those tesdbooks and If so, from what States ?
Mr. liEmiAKe They are the teittbooks that are being used in our
schools in Dade County, Fla.» except this one I hold here, which is no.
longer used ih all of the schools. '
I thiMk this is one of the things we are goitig to have to deal with
if we are ever going to get our society to accept women as equal In
employment Their concept of what they can contribute to our system
of society is very important,
Mr. HAWxms. There ^ay be some questions, You are among the
first of the male witnesses t]Kat we have had on this 1 ^slation, for
that reason I think what you have said is, of unusual signiflcfchce
because it Indicates the change of thinkiiig, with respect t^ e^Uid
Vrighte.^; .■ ■ 'C;^'. v;-^ " ' ^ - : • -■■.^.w-'v-'-
Now. have you any suggert^on as to just why this has happened:
and what we can sdeciflcally do about i6 or any suggestions with-
respect to this^pehding legislation, which Mrs. Mink and others of
tms(K^h)mittee<«ffi.b^^
erIc
rnmrnm^
^1¥s:'<, feblftck. Wh^n I weni to school in oi\t Ijooka the felw^ w^ii eltheif t^^^■'■:■ •.t^^^
iS^ff - -yft'hlman ot the house aemht or the field htwid. I tWnJc that *e'ftH '^ii
m to deftl* fti wehftve Vfith;thftt kind o< diwrlmtnatioft In . t^Ji
i:^^ r ThCi news article which tbunsel t^ th6'66Jiih*itiiS«i^i^
Sn?^*:: deWfMistrate^ really how hard we ate going to hav6 io push t6 convince ^ ; :?^v
11
0Si
(SMttK I>oUlQt(lllf««««r, Jul; 39, 10T8] '
' • (By HiWfty Siyant).
1* ■ ...The n«w civil right* director for tbe Dtpartaent ot HeflUb, EducAtlon, and
jVelf aw, Mid bcr« yesterday that HBW will focua on ser dlscrtmlnitlon thU y wt
J; botnotattWwp^nMoftolnprttywii^ •
f U ' ^ w<^« «>,eya}«^>y B^>^ Secfotary Caspar Weinberger to the
'■^ V.^^AttonwyOeheraUorClvUBighta.' .» < - >
. «Kftjn4«' H#M wUl.bS « WA^SlRMj: Wprpas*d. hating the hiimber of Inveatt-
|i>^^,iiiid»lflflr«§^nie^«fa?^
tlc^mn
th£i9Tv aex Qiacnnvmation auseDdiuetit to tb6 iiig;
'111'" *<»«'*S »a >W»llo |qU8ii*^\»ni^^rt«raSw ptSri^^
r.Wy« «iid.in«(i.;deiqaQd« that trMtm^nt of rom«» «t;d imia alt pviWlc ed*
iUotn i^yfttems which b&vo
higher ^ut^U^n&reii; ^ . -
i thUt wouja Pluw iJbW Into C0ttipl63? Pir^t Am^ndmfrnt leau^ ot
9(jU<><iI^, Mve b^n aood^ wltb <»mpUliiU I'li tb^'
V. ^fO$^pubUsb^rwtotbepuWlco^lthl8l88u^^." ? ; . .
Uolmei Mtd t])«r« has .|)Mn ft •Jgnlflflant chattw to itttttud« [n the border mt4
and la the South With local ichool d«trt«t4( ihowtng "Mc^pUrltjr to moMng
problems of wdald|wri«lpftlott." , . - . •
tn c«ni»««*.Mi?tM the Forndftle, M ch., whool d strict »h|ch has had all
federal funds for dlsadiraiitttfea students polled m tlilatW HEW ciHl tlihls
reMtnilons and has appealed the caie to the United States Supreifio Court.
Mt'. liEimAsr. The only thliia I want to comment on i$ that th& $ftme
him in the innnafitemeht flasa, bufc it habn^ned. And, t thinl<, without
frW'domofgpSDecfibeltigvlolp'ed. " , ' • >
I think all you are trying tojb hire U io make thfem tell the truth;
Mi's. Mink. Tlmnk you. Mr. Chairman.
Jff. IlMyKiKs. Jlr., Lehmati, on ftagi 2 of your statement you refer
to ai» opinion poll which 8how^ that 16 percent of tho school admini
istrators believe that te?rt books are sexually blaied education. Would
you aniplify that statement a little bit; bfecatifee it seems to be a v^ry,
voi v low percentage. Do you have any comment to make as to that
poll, why sxich a low percentage! . . . . , ,.
Mr. Leumak. What it means 1$ that, of the IT percent of the school
adinijiistratofs who loolced |or aexaal bla?, all bift 1 p^i^^i, foufid It.
. Mr. Hawkin's. What do you think th« others belleyia if 10 pe|<ceht
believe textbooks are sexually biased. Would you hazard a guess » :
Mr, twijrfAv. I can't tell yotj^vhat the.pthers b^lieivo, OX<Spt I <i^^
make an «^Utoptlon:that th0y. think t^t tfie booki t^H^OKm^se
v^omen shdiild W Jibi^riahs and weai" aprons and stay hbm^ ajid bo
grnde school t^Achers. ' i .iv. , ^ :
Mr'.HAWEIK8;Mri-Mink.'* . =• vfC^','-->f;:<:'v;:;:;;
Mrf MiNiTr t woftdet Jf your s^tisA^eht jftesi^tN'ihiilfi'tl&t 1?^ •
9ch0l admini8tMtOM:5vh^> afl^
wpmenfthat of that group IQ percent had if«oen,tly j^vlewed thet^st*
. htl0pe^tofdU
.an4. found t)i6.b^^,f ^r^
that they w-^reL Je j^jpcent
ait down and look' at the
of them had teken the tip»e to actually
^^'i^^^' Yes, J had md it A liUk top fast and It stat^
a mtl<^ djff^i'ently tb^n it cam^.but Nobody bothers to look back
and t hat 13 part of the problefta.
Mrs. Mink. Yes{ 1 think one of the real efforts that cAn be aocom-
plished by the hearings being held by this committee is to get people
to bo aware of this problem, which h 00 Mvt^nt of the struggle, to
get , the teacher and principal and superintendent to consciously take
a look at these bo<>k$bec4use I feel as you do, that if they would, they
couldn't possibly disagree with us and with our contention that the
books need to be revised.
Mn Lkhman. The same kind of thrust that the civil rights move-
ment had on school textbooks would have to be made by the womeh^s
mo venient to get the same kind of action.
Mr. Hawkiks. U there anyone else working on the problem Mt
seems to me this is not the first time we discussed textb^W We ke*p
dlsQUSsing it and I think it is pretty evident that they are sexufliUy
biased, rather extensively so, ;
m
Bflfftct admits tblfl, bvit lays
* ana textbooks ar© go "
by thf. publishers. I df^ubt.thW serious
mind as to who is taking the real inltlu -
groups th6msolve3 to really correct it. I don't see nnv cireat cffdii
within the educational structure. I am ft little more pe8sU«istlo than
you. I don't 600 a strong effoi^ to correct these things. X think wo wlU
be talking about the sAme things 20 yoaw from now,
Mr. Lehman. I think one thing you could do is set up an advisory
committee Oh these kinds of things. ,
Mr, IlAWHiNS. Well, may I Just say, "Unless Ui% Mink gets into
Mrs. MiKK. It Is not going to take 20 years.
Mr. UiiMAK. I think this is a step in the right dlwction. I think
what you are doing is going to expedite this.
^^"•.,WJ'?'.Mr. Chairman, if you would yield? Once^galn 1 think
you will recall the leadorsliip that former Chairman A^m Clayton
Powell demonstrated in calling hearings of these textbook publishers.
110 had them come before the full Education and I^bor Committee,
at which tune he confronted them witli standard textbooks that only
showed the pink rosy faces of white America and said, "Where are
the rest or the American children and why aro they not depicted,
and|why don^ other children run and play and accomplish things In
Ho \vAs critie^^ well as others who supported .him on tho
Krounds that we wci'e intruding, upon matters tlmt should bo lofi
purely to tho book writers to discriminate at wilVbecauso that is
what freedom of speech is all abouti Of courfiei his anstver was, ^Tes,
that is certainly a privilege iirideV the first amendment, but public
funds of the taxpayers sliould not b6 spent t^ perpetrate dlscrfmina-
tlon in any matter," and I think the publishers sobn came to their
senses; AYe begun to see almost overnight after that hearing a con*
version ^f bcK)KS to sho^ at I^si black men ari^.wWen ind children
participating in the iunetioning of daily American living. ,
I followed suit, I recall shortly after that* and made my own survey
with reference to the other ethnic groups in the country find raised
the same fuss ^yith the publishers, ISo if you AyHI go back, the fdcts
will demonstrate that there was first this decision to include the black
chUdren and black men and women in the book and then there was
about A 2^ or 8-ye«ir hiatus after Which the new books began showing
the vatiely of faces of all children, Spanish Ameridms, the orientals,
and so forth, It was quite a day forlhe schoolcWldi^h in^H^^ to
finally wake up and see new textbooks where they could identify with
BomeoneintheTbook;^^^^^^^' ' ' ^ -
I recaU.thafc fery, veiy vivf^ly. R wonM be my hope that with the
passage of H.K. 208 that funds could be iset aside for this kind of cur-
riculum developmiWit regarding set stereotypes. We can't depend upon
the administration to push it through fbr us or the publishers to do
it on a voluntary basis;
Mr. Lehm:an. Will tJhe gentlelady yield t Hqw ate ^rls going to be
motivated to read vvirhen everything tl^ey read about is offensive to
them f So even the same point of reading fo a thing that is roadblofekw
by the kind of reading books they have to read from) ^
32b
: liftJ^k you vorv itilicli'(ih(1 1 Will coiiHiiu6 to Join you Iri yblir cffortd
ItfdO something awut this. * - ...
U\\ Hawki??s, Thi^nk you vofy tnu<jh, I/shmftA, AVc ft^pr^lftto
yourstfltomont. ' '
The other witnessed hAvo not appeAVcd. Th6 rdcord will bo kept
i>{m iov statements itoirx the Kohorabl? Patilcift Schroedei* and Hon-
orftble ITottney H. Peto Statk, who \<m whcclulcd a$( witno8s<^3 thl&
moininy but q)pnrontly hM*o conflicb In t^^^
Un. Mtj^K, Slfi Chairmftn, I svould Also like to incbtdc In th6 toe-
opX of the congre$slohftl fitnesses the statement of the Honbrablo
Jiconor SuUiVan; 1 ask utiahlmbus consent thnt her statement be In-
eluded (is well as the stMement of our di^tingtiished cpUeagtiO) Ijloii^
orftbloBellaAbzufoof New York. ' .\
Mr. Hawktks. Without objection the two 9tatem$i[it4 f rohi U\% '
SulUvan and Ms. Abxug will be Inserted In the. record at this Miii
loUowlng the testimony |bf Mr. IJ^hmsni |hnd the othfer testimony of
MrtiSohi^erftAdMr.Stwkwl^^ /
(ThGstfttementV\t5foirt^^ ' /
^ Tf:sT]Uo:<t oif HoN« PAfatcu Schsokdkii,' a Ra'USENTATivt in Cot^oaiDSS^
/ FaOM Xnt Hun of COLOSApO ^\ . ' ^'^^r^^^^r
Mr, Chairman, I fm pleased' to have tWa ort»rt«hlty to appear before you and
your Sttbeommutee to t^Htlty Id aupport of 208i Rep. Mlnk*$ ^^ulti^ In
Education Act. - . ^ ^
You have heard from many experts In ttue field ot; ^ucaMftn who have teatlr
fli^ to the amiad ^Wdb our edacdtlohal aysteA^ rierpltPM*^ ^i^i r^ln-
fohses i^t role ster^t|T>lttig, *hh>tf4n the.tiie Of tradition Wond ftiateriafe/ \W
realistic coanseltitgi and outdated currieuW Sir1aj(liid boys ai^ Uu^t eut/tiolr
feut jBysteijatleaUy th!>t "immf^: ^h^'^^^l^ ¥ ifil^i ^ 4
in textbook*, I a'tn iub tbelr fiMlAglWoW t^e 6f;gWlntfWtt to tW^^ it^W<itiP.:s5
njltt'ee, >• ^ ' \'':t ' 'i^ >^ , V J *'\ -k ■ ' v/-' ''^^
I would like to coogtiLtulafe. |lep, MlnWfor authortnd.tWs importatit piece o^ i
J0|rt8latloh, I am eert^m that enactoeut w he^ hill wotim fft^Mipe the mfloth :
tuent of alternatlvejHdmmfe;^
It would aWOUelpto a#ikerf the'e^^^ tfiAf, .-
we, a9 a nation; Oaft no longer atfoM to waste the female half of JJur population
t>y jfivihi them a ie^ii thw eaual education. • .\ . , ^ . - . i / ^ '
Oni need onljr look at t|je Jfibo^ atatUtkn to reall^^e the result ^| t>e edwea* /
fional ^ijatew today. Ktne out of ten.wOmen work at aome tliii? dpHOi thei^ UveK
The va$t majority worR out of eeono^le neeesstt^i yet they cOmAiahd on.th^
average 4194 1^ aalary than their male contemporaries. Women are ooncen*
tratedin low laeome, ho^xlt Jobs w.hleb.are traditional * niagued with high
nnemployment J?atlonalIy, t6% of ^U clerical positlona are filled by women; but
only 4^ Of craftsmen are women and only 14% of all manag^Hi and admlnUtf^'
tora are wometUr Jn Coloirado» ^ometi make un 88,49& of the labor f<?rce and
they too Hre coticentrated in clerical and service worker poaltlott« (6<H4) and
excinded from the drafts and management (d.5^<;)^ V^nn more jdlstq^l^ltig U the
situation of minority women In Colorado : of women of 8panwh o^
work as domestics, cterka or blue coUar labor, and onV hold |>osUlonj?
In management or crafts, '
One of the most striking examples of this gross Imbalance of women in the
lal>;>r force occurs right In our own backyard. Of thcwe federal employees with a
O.B. rating of il3 or above, only 4% are women, wberesj? of aU 0.8, 1-6
tvojiUlons are occupied by women. . > r '
The relegation of wolnen to second rate Jobs Is a direct reflection of how our
educational system has failed thetn, both because It has not adeatiately nre^
pared them fOr higher level |)osttlons and because It bM not encouraged them
to seek higher level positions, . , . .
mi
m ft^fm wbyraM ihe laid that If »h« U?M ^ y -1
Aal 111 the United SF6t^, and she ^Id tt6, tt«^ she ^s-OoW have {a gro# dp and ?A
I dWI know irawne told Uktle ttrl otitright that ahe couldnH U an
natomaut, but I doubt my much that aho e w t^ad a •tori' abO»t a woman mto^ .
Daut, ot that aha would get muth encouragement or support for her goal from
guldauco coun^elora, care^^ ^
gtrl, artd for aU the children In America who are taught to define their linnra-
flons br their m rather than by their talea^ that wo mu$tpa»8thU bill.
TcatiiioxY or Hon. Fortncv IL (Petu) fltAwc, a RmwENUTivk m CoNoaws
Fbo&c tfiR State or OAiiroB^JU
Mr. Chairman, It la difBcuU to understand why in Iwar-haK a c^utufy after
women galnM tho »rotd and a quarter century beyond the IriVeiition of th^lele- :
ylfitou and waahing jpaa chine, it la h^ceaaary to Jeglslate wbmeu*s equity of any
k|nd.,»ut noj only W it necessary, it is essential.^e n^uat begin to coaipen«ate
for the indlfferenco and dlisdain >vMcb have fo* too lona; gre«tw iwotnen who
aijp re to profewlonal posts, advaup^ degrees, unlreralty |>paitlons, iauaUy Im-
portf ni we mBi edupate Syomen ao that they asj>ife fo atad^^lo j^id career op-
portunlllea of all descrlpHou^ rnther thfen thoae tradltlonliUy left mi for ihefi.
It la not ieaay to undo what the aociallzatlonpiroceaa haa done. l^erH
ua \^1jo don't comment on the rote of a mie a^r^tary; a telephone tSal* WWan,
or a female pbyddst. It Is Incredible mt the Senate « . aft. aU mali Inajltu-
lion, and that the Hquae is composed Of leaa than iweWy women, Wo haH come
to expect that women toore often than men have mindless subaerrlefit jobs, What
and men are better w|th the more sophisticated subjects taught to older atudenta.
Our society etaHd tu condition children earty In (ho home. Qlria are en<K>ur-
aged to be passive and boys aggressive. In klnderifatfeen and elementary school,
teacljer a encourage sex stereotyping in assigning chores and cultivating ^'accept*
able'^ mate and female roles. Mommy la the housewife arid daddy is tne br^d^
winner. Little gi^!s are always augar and sptce, while boys are nijrged acid tough.
This brings us to the Women's^ Educational Equality Act of i5T8. For It IsnH
enough for some of us who know better to avoid stereotyplnir our children^ or
help our i^omen set high educational and pfofessional goala for themselves. Laws
must be enacted that will have a broad and Immediate impacts The Womeiq%
Educatipnat tSqulty Act| lntrodu<^ by Conaresswomai^ ^l^k, is iust stich a bit).
It would authoriae grants to educational tnstituttoiia and other public and private
non-profit organUatlons for research, demonstration and projects to provide
equity for women in educational cbur^ea and currlculums« This would serve to
provoke large numbers of educators and community leaders to initiate programa
and curriculums for this purpose which would have a aignlAcant Impact on large
numbers of women, ' '
l^t me give you some examples of how critically unequal the conditions have
been and continue to be in the area of education. In the 196^1906 school year,
the last for which record* are readily available, 17% of all public elementary
school teachertf were men. But more than 150% of the high school teach^ns were
male as were more than 75*^ of the higher education teachers for the aathe year,
twice as many men as women w*ho were teaching public high school had a maater*a
degree. Almost twice as many men as women received mastei^^ degrees tn lddd/
and more than six tiroes as many men received Pbd's» In the 106$^19d9 academic
year only 18% of all male university faculty membeifs received less that) |^0|0<V)
per year» Vhlle 55% of the Women received that amount Moreover, the ktHi bulk
of university faculty women were and no doubt continue to be, In the social
sciences, education, social work, library science, home economics, health, and hu«
manltles. Men occupied the great majority of faculty seats In engineering, the
Physical sciences, the biological sciences^ business, commerce, and management.
To supplement and update tne atK^ve^gures, I called on some local universities,
t learned that at Oeorge Washington University in id72. 26% Of the graduate stu«
dents were women, having inched up from 20% in 19C8. This figure includes the
||ERIC
322
AScboU of BdacaUon. iU on\f grAduftto d«Mttment with n miotity ot wometii
^\fi^$ol of Am a»4 grtcac** wltli women, Tho tpeSiJal ichopl femalo
W^n»t4it^Vnlnmf reports that la thla year'a flrst r^ar medical School Q\m
Aeatly Oft» oot ot ^von^ tour students la a woman, Two mt^ no the entoHog
ctaw ratio waa l to 6. DentUtry conUnuec to attract fewer womeh than medicine.
In JWl;iha enlojrjM bad 8 women out of 185 atudenta, Jn 1878, 8 women
joinea a'claia otwa men.
m fl|Ure« a tew thingi are cleari The number of teu^ale elementary
achool teacbera greatly eitceeda malea, A» the grad^e go up, the proportion of
women go^a down. Women are not currently attending graduate whooTa in num-
b^r« even beginning to approach their per^nt of the pOpuJAtlori. Those who pursue
adranc^ degrees do it most often in tne social science^ home economtca and edu^
cauon, ra^berAtWn the aclencea or buain«w related aubjecta, Purthermorer
faculty membara are la Wly male. And the few female faculty members are paid
ie4^ than their mala counterparts,
^ . Th^ae tacts Mdicato <o me that th? Women's' Educational Bnuitj^ Act of 1078
li a mus^l. They teU nie too.tbat eten mot:e tauat be 4<^ne. Oongresa wust Innorate
. IflLOthe; ways <<>h^tik these goala about m6re QipckW It sboul<l CoasWer^ tor ex-
A.mplei;maW5g teow granfs avAUabt^ t^!^%omanjstudenta m
Witf g6v^tttm&it sho^iid hav^ ^ teftin of mm educators a*4U*
lbl£(<j hjWP Tnsu<u«o^^ rfdtjc^ aA4 el miittte s^t rtef^otyplnrf att<i role-feacblng:^
p insgiutlona wdtjc^ aft4 elimiittte s^t alef^otVplntf an<t roi<
ra^^^^ ^^^M ^r^m<>^!i 9^^^^ be>:i<
& tn%%8 ki^n thit:an)ispect4ftf v«cft«<^^^^^
^Av^-iMi^l^ m^Wntcf *nd carp^htiTj;?*^^^
^ ^^^^^W^^^ W achieve e4ac)sttohai ^
^ rgc«Tb.dartf^^ all members of Ooni
**^.*?4jfl«^tf^^^^ igendis; It a n^Ces^ry for us to toatcb our word* of '
equillt^^ffjth^ctiO^ia/^ '\ , ^ - ^ ^^-^
; .^,tATEM'fci^T'of ]^6?t, t*i^H6> K. SuiMY4»t A 3Rip^a>!aiNmrv?! in Co}?oak^4:" ^ J
- ^ . T^lt: StA^ ,Wwa<^ ^„ r.^wl'V
Uotal t!(Mty foi; Gotten TiJte aU ot^er ^tfman riabta,
Wu« be €;«oj^ through ^1^^^^
and t9tiaVmi<>?MM^f ^^^^ bW
shotjldj.^ste^^^ ohihiwrl.^f botti a<Siea aa to the reaponai-
\ell6<^t#rahU}Ty^^^^
a^d^^^ ajt^ IridM^pMaM iMust partidn-
ftrly exkibine ed^cat^6nal>^t^^ud0s a^^ levMi, hlftert(j uneiueaUoned and tak^n
?P !?Hh,;atfect!ng,th^^^^r^^^^ iaak^ a^j^^ th^t
tlie^e atUtudea ^^"ut> wnh tb^ beat and toreihoat Of <>tfr thinking today, 1 im
certain that theae hearfn'ga WIU <^atibute to thlsl^nd/
Mnk MiN«,;l further ^sk that all otlte^^ members^ statements that
Should po i>e^ivdd before this record is closed for today be inserted in
this tGC0td ^f Septemb^r 12 Idgiftthet distinguished
,c<)liea|[u^.; "m. .".^ "^'^ /V*:' ■/
MrrHAWKi Ks. It is without objection so ordered,
■ That being the only other business before the committee this morn-
injjithe hearing stahi^
tvniereupon, at i().*40 a.m, the subcommittee adjourned, to recon-
vene at the call of the Chair*]
StATEMi^T Of HOH. OAaMsa Cottiita, A B«a?sEaE»wmB CoKOBEsa Prom
Sexual stereotyping is one of the most penrasive aspects of American society,
In the home and the media It is impressed upon the public that men are leaders,
trorkera, planners and administrators, while women are hotaemakera, SerWtorS,
) lectad*art, and generally Inetf actual, ' .
'"L'^AiV-^H iw. ■women f^t^ m^i^Mio'^'
Ml an **oecupatlotf» for meii--la asauwed to b6 tho primary focus of aVow>D*»
fleW«noy opening to tlfoto uo^Wrt^^ V /
Kducatjon InitUuUoni aro not the only dujoriu In thU maa^lre Mdte of talent
^ffl/atiJcU^^^^^^ moit A»»4WUt^rm^^^ and i»Wt wUWtl.
Sexual division and storootyplng takon M ft iiittor of ^urw In our elik
luentayy ftnd wcondary >cnooU and unlvereUtes, as ftto ToditlonM aptltUdo t^tK'
cam? planning guldanco, aj>ort^ actlvltloa, toit matetlals. But tli$yl)av0 crucial
Impact on ft young poriBon'a outlook. The profound, negaUye effects ou glm ftnd
hots eonsUtentt/ earposed to tbfa indoctrination 7 hours ft day, 8 days a week, tot
teu to fifteen of the most ImlpresslonaMe y(fears of their Uvea hoc already been
described In these heartngs.
The probUms confronting minority women ate even greater. They must flght
rftclalond wxuol dls^^riminatipn, In many cftses with the ftd^ttlonal burtenTo^
poverty, and without the benefit p| special progtams designs to assist minority
Sufflj^ itjo W ^4t the task before us is monumentalr^bdt not insurmount-
able, Th0 Women\8 Educfttlonal Eqi^lty Act of 1073 would go a long ways towards
maklnjf (be old Chineise pi:oVjert>— For men, fo cultivate knowledge Is virtue, for
womeh to renounce knowledge Is virtue— a stale valid one. .
This Act Would c^ntrlbuto the fuude, and mote Jmportantly, refle<t the ftttltwde
necessary to begin to change the legal and traditional systetn thftt consld^rK man
ond wife as one^that being the husband* The OoUhcil oh Wom0n*s Educational
Programs, the grants and monies provided in the Act velll bo the drst steps toward
the revision of the narrow outlook on women currently held in this countryi
Therefore, I strongly urge that you report favorably on H.ft. 20s, the Women's
Educational Equity Act Of IWB, an act provldinif for concrete advances towards
ellmiuation of the root causes as well as the outward manifestations of sexual
discrimination in the United States,
TESTIU05T or Hon. Beixa B, Abkito, a Bipkesbntatzvi: xn Co;«OEts8 Faou tut
BtAtt or New Tobk
I am delighted to testify In support of H.R, 208, the Women's Educfttional
£<iulty Act introduced by uy friend and distinguished colleague from Hftwatl,
Patsy Mink. My only regret is that this legislation, like other legislation de-
signed to give women ei^ual opportunity to succeed in our male-dominated so-
ciety, is so long overdue. It Is ft tragedy to consider the millions of wasted
women-hours throughout the histonr of our country^-hours, days and years in
the lives Of bright and creative women who were channeled exclusively Into the
domestic sphere by ft society that cODsldered women as fit only for home and
hearth," ■ ^^.v, ■ ■ - ^ . .• :., .
The Women's Educational Equity Act is a recognition that women's tradl*
tional roles as mother, wife, nurse, elementary teacher, doraestio worker will
remain limited and confined as long as society's attitudes toward women and
girls limits them to these roles. It is crlticftl that these attitudes challenged,
hroken down, and that new attitudes replaco them. The only effective methoa
of changing attitudes is to reach individuals at an early age both at hOm^ and
ftt school, The Women's Educational Equity Act provides federal funding to
encourage the development of new techniques in curricula/ educational t^its^nd
materially personnel, guidance counselorSi parents, conferences and workshops,
physical Question for women and non-seiist counseling^ Through the promO'*
tlon of these projects and activities, tho federal goveniment will be playing a
rote In bringing about a major social revolution-— the equality of women. . '
m
Willi
cm '
$v«^?i;^i^ ¥Q\H\mUm4i*:u^MHi
mr'^x'^-r^ |'K<iff c<>Mid^r Mo»l<^# another honor atuoent She, too^ h^? ftlWftN a^fto ^^U/
^ith^tinevai^^^^ with AnrtW
f '^he Wftiinrfe6mrtbf t^o fttftyies (Ilujtrete* Imrwrr&nt differ.'
181
IS..:..:.....:..
^The f^At oi fthe^esa 80 coisim<)n U .wpwi^p tindfr^raduatw t$ th© wsutt of
e^uc^tton aimed M Rhabing ^omt\ secerning to soeiety'd etpectaUon^
tijarriajfe, ii)6tberhcM and Ideaiiy Hb Hmtt hot if a career neoe«^iry let it
beaa a ^rttary, ntiiiif, aeaniBtreflfi of teiiche^ r : ^ x v ^
Irt ft <birva^:^f (ioHejRr^ $eni<^t« i^tea^M September 7 b3r iktucatlooai or^^
Service^ II tra» dl^^ that 44,0 j^reett of tVe wen btt only 2d;4 I)e^<^ent
the woc^ett plai^^ted <6 f 0 graduate and prOf esslonat achoot«^veh thbiigln
th^ ivomen generally had better irradei The cittiid)^ indicated that a iiaaior factor
behind the^S atatlstica jfeas that the wotoen had a lo^veSr Ic^rel of fidf-confldebce
than the nien and revived lejsa enc^rai^ement from their frienda arid relatltejf
to ptirane advanced vork. differencea In aspirations between m^n and
womeh Weir« fotihd to be ao compeUlng that almost aa many men ^tth G plug
or lov^er irade averages planned to pursue doctorates as women with B pins
. or A4Teragei9.''r „ ■ . ■ ■ ^ -^-^ ■:•'! : is'
Attlttid^ develop early, Little Rlrls enter school eairer to ieam and more
capable than boys tnelr oge^ siuc^ ther&re as mnch as a year to eighteen months
aheadiM b<>ys developmenfally« As Florence fiowe, noted feminist educator^
h^s giirls can easily please their teachert, since thetr mothers haver
tinght them to be neat and quiet, to follow directions* They have had )>ract(ce
In watching and waitinir^typieal classroom aciivitiea^rather than bounclnlf
around» qnestiontnff, being curtotts or aggressive in the manner of boys. As: the
years roll by Urtsr grade remain better than boys with the exception of sek-
typed j»nbjecta like math and science. Hie problem that begins to plague t1;ie
girls is not achievement at all, but motivation and aspiration,
when (bey tre^ Mi^, WiIa^ f«ilK^^ M Into foUif^:<*t«6ri^^^^
, , frtiv WtW; iejkch ,
nuwe, ^ttm, i4i>th,6>; SlimlKlntl^)h*rt ^Vti^^ rtlea
t)iWHbe4 In the litmtnw Ai^d eWWcu^^ 6f ich<W$^^^^ th^t ImwWllate »ur-
toundlni* at iwhpol. pft the othit hand, 16$6^ oil fo?*! fttt.^
i;4niiiiyi t)^e mt a btoad lelecUoci of vocetlonai poistbltiim in high achool^ $\M
mmmmi to careerii decline, and In coUege. women he^oirte fnciNJAriniiy
tereMed-*-between their freshinan and aenlor yeara-^ln t)ecomlng housewtm ftnd
motbert. By now we an know the atatl?tl6i that the dle^MncJr b^twwn
the proportions of women going to collie (42«/«} and tboM whoc^mpiet^ gtiid-
uate degreei (18%) or enteir a profeMfon like law or.ttediclne or j^tglnfeerlng
h^{-t%)» Dwplte both tntelllgence and flchlevement, one cah only conclude
from the literature and the itattsttcs that girts and w6men are prco^ommca
for aUHtlon. ■ . ■ ;; ■vi .r.:.; --^'v.,^ - r
The Women's Educational Equity Act Is an ^ktmpt to destroy the program*
mlng of children f torn preschool through graduate education and professional
schooU/ Every human being deserves a chance to become %7hatever h0 or she
desires. Qlrls must be encouraged to »oek professions, business, sports, Industrial
art, auto mechsnt<?fl. Boys must be freed to learn and enJoy cooking, sewing, home
management «hd elementary teaching. As society confineii women to the homoi
men are conQned to the Job. Though th^ barriers to a woman seeking a profession
are greats the barriers to a man desiring to stay home and care for the children are
doubtlessly greater. These changes will take time and effort | non-exlst textbooks
showing youngsters bow mommy* a doctor, goes to her office, while daddy, a
wriier, stays home to look after his baby; sensltlte guidance counselors to make
all options available to students r athletic activities where glrlsV sports is given
equal treatment with boya' sports j and reeducation of parents as to the need for
and rationale behind these prograi^s. ;^ ^
My main criticism of the act Is that it does not go far enough. |80 million over
a 3 year period can only make a dent In the educatlonhl system as we know U,
In addition, 1 would like to see certain programs carried out on a natlonsl level,
t^or e«a«npie 6 National Board to review and rate all textbooks, educational
niaterlols and standard cuifrlculums according to their treatment of sex roles.
These ratings could then be distributed throughout the. country as a means of
keeping school boards up to date on available materlalsi programs and new
Ideas
I aiso object to the grant limitation of ii8,()00 a year pir grant for Innovative
approaches to womens' educational programs. This sum wonld hardly he adet
quate for an extended full time project that necessitates a professional director
and office help, I would like to see a mechanism established whereby larger
grants would be made available on a showing of need, - , ^ , , ,
Aside from these minor criticisms, The Women's I3ducatlonal Equity Act is a
fine piece of legislation, and I commend Representative Mink, the Subcommittee
on Equal opportunity, and the Committee on Education and I^abor for an exceUent
Job In anticipating the great need for such an act. It Is chidal that woman j>ower
be encouraged, not Stifled i that women learn to welcome success, not run from
it ; and that women gain confidence In their diverse abilities. The Women's Edu-
clitlonal BSiulty Act opeai the door to a Vast source of untapped talent. I eagerly
aivalt Its prompt passage by the OSD Congress as a vital force In bringing educes*
tional eiinlty to a new generation of women and girls, ,
tProm CoD^reiUoaal Becord, /viljr IS, leril
RerosT CN Bias ix thk Public Schools bv NxnoNAt QaoANrtATio:? or
WoMFN . ; ■ . ■
I asked Miss Jonas If my daughter could take metal working or mechanics,
and she said there Is no freedom of choice. That is what 'she said.
TheCousT Thatislt? ^ ^ ■ . .
The Wrrwrss. I also asked her whose decision this was, that there was no
freedom of choice. And she told me it was the decision of the Board of Education.'
I didn't a^k her ahythlhg else because she clearly showed me that It was against
the school policy for girls to be In the clasi^ iShe said It was a Board of Education
'dectstoni'' ■ > ■•• ■ - ~'" ■ •■ r ]- ■ '■■ ■ • .
oTpt^ she m that phrase, ''no freedoni of choice''?
: A/lh^actly totpJ^s^ . . ^
That Is what o^ade me sO angry that 1 wanted to start th^ whole thing.
pRiC
326
co?w^Wa!cU^ th^y thon pomltted you to tftko Iho
2 A, iJOi we had to flghl about It tor quite a whllo.
. »ut eveotuaUj?, they did let you Jn the second semester?
, They only let me in ther«.
Q. You are The only glrlt
A. Yes,
O. How dtd you do In the course?
LfH^ ^^^^ f^^^ the boys there.
Q. Win you show the court t
Q. ^y^U you show the court t
A. Yes (indicating),
0, And what does the medat say »
A.MetaimOVanWyck.
0, And why did they give you that medal?
i^L*??^"*^ I the best out ot all the boys.
rhe CousT. 1 do not want any giggling or ttolses In the courtroom. Just do the
best you can to control yourself or else I will have to ask you to leave the
courtroom, • '
This Is no picnic, you know. These are serious lawsuits.
DtAH BpAto or Education : You and we have a lot In common i .
People blame all their problems oh us,
We sometimes feel defetiuilve.
Wo sometimes make mistakes.
We both work to educate,
We both confront a bureaucratic maze.
We both believe our work can Improve the future.
BouOATIon ClOMUlTTinB,
National Organitatlon for Women,
^ New York pity Chapter.
What WtJ IIavk J*vnd (Res&a&ch Countto bv Cuibb ]?aisnfji Doubbovskv)
£lriik:9taby schools V
The Education Commltt^ of the New York City Chapter of the National
Orgamsatlon For Women has received numerous complaints from parents of
elementary school pupils. These complaints have had to do with the following
problems: - . '
A, OBKBaAt StOIUfiOATtOK
Administrators and teachers frequently group, line up, or seat students accord-
ing to sex. Activities are frequently assigned according to sex. (One teacher who
considers herself ^liberated" because she disliked housework, had her pupils
making paper bats— baseball caps for the boys and nurses caps for the girl^T)
B. OYM
Even where boys and girls are given physical education at the same time, the*
are often sexually segregated. Doys may have more exacting exercises to perform
(cbln-ups, push ups) while girls are doing such things as jumping rope. In many
cases, boys are given the opportunity to play basketball and softball more fre-
quently than girts. When the girls play Softball, it Is among themselves, with
lenient rules (they are given several chances). Girls often play on smaller, un-
marked fields, while boys use the baseball diamond with marked bases on the
playground. Sometimes boys play against girts. Instead of forming teams with
boys and girts On each team. Teachers frequently make the mistake of pitting
one sex against the other with such phrases as '*Boy8 shouldn't hit girts."
C. MUSIC
In some cases boys are encouraged to learn certain Instruments and girls are
encouraged to learn others.
D. TBACHEft^S HELPERS
Administrators and teachers frequently favor boys over girls for helping wjth
such chorea as carrying books, holdiilg doors, working with audiovisual equip-
ment, etc. Those who are chosen to help are often considered "elite" by other
student/*, as well flsby them<ielvef», / •
827
^ In f<14Ulon to reAders (8m Appendix, pp. teflcheira aislgntnenU fre<
Wnl^r •l,o*tt0rwt*Md MmudcJi toward walM and wKwW^
While inoit handle high mnk hmc\m iVgtmmt
of EiijUsh «nd otheManguages asic ttudenU to dtagram, memoHM of phrase a
Sff*?. l".yf' J*!'.!'' wdVmales In .tereo^ped r^ea
(mother wa»he8 dishes while father reads the newspaper).
, ,- . *PKio» HMH BOHoota,.' ' , '
Oar cottifiilttw hfts r««elved many complaints frott Jonloi' hl«fi school eta^enta
and parents regardlfig discriminatory rwulreAeits and/or r^^ In honS
ccouomics, shops, physical education, a^d extra-curricular acTlvm"s. Since Mt-
nesses In the Sanchea case testlflfled to similar discriminatory trac im in th^^
Ji^SSf'^d^^J* those grievances here, but merely c/UaSott to thi
court records reproduced In the Appendlf, pp. 21-2$. ' «•» to me
AOAOSMIO UtOU SCKOOU ^
Th« fuhii^ mgh BchooU, Nm Yofk OUv, IWO-W lists three academic hlth
schools for boys : Haarftn. DeWltt Clinton and Boys Hl/ih School } It Ms fire for
llThts! ^ ' ^"'•'"Ktoo I'T'»n«> Wilton, Bay RiSge Vhd Prospw^
l^itll rcctn from Stuyresant and Brooklyn Technical
two of the four "speclallMd" high quality academic high schoolefwhlch Maulre
Laauardla^IIlgli School of Music and Art have been co-ed,) Sturvesant and
?if ^ for higher education leading to e««r8 In seS mith
and technolofflr. Stuyvesant was Sexually desegregated la as a result of
the celebrated court suit of Alice P6 Kltera. whS Won her right to attend the
school through a conciliation settlement on May 5, 1960. Probably alsoasa result
of that decision, tho Board of Education decided to open uP BrookVn
women students the following year, 1970-71. *^ ^rooKiyn xech to
Tho National Organization For Women Is concerned about the slow race at
which these two Jfchools are opening to women, tost year Stuy vesnrit had abofit a
(lozen w;omen. this year about 220. There are 2,260 students In the school Brook^
lyn Tech. asof September, lOTO, had 2 women studenfrdnt of atbtal of bIm
students (See Appendix, j*. 20). There Is reasonable cause for the low enrdltnlenl
t/o», im-n still lists Stuyrejant and Brooklyn a?ech atf "boys' schools Md fh<^
mimeographed sheet of corrections for the Wr^tory makw^no SKf S|
change in Board policy regarding admissions to these schools, "
VOCATIONAL moH scnoots
Wie favoritism for male over female students stands out in a PflrHculart*^
^'^^i'^S^S?^}^ the system of vocational education. A Board of Ed«catlo"ca X
fno muomh Schopu. Ifew Ym Oitv, mO-71 lists 17 segr««at^hlKh ffifs
for either "Boys only" orVQIrls only." bt these 17, 12 areWmaKde^SMd
only 8 are for femsjles. The National OrganlzaUon For Women la Mrtlcni«>w
disturbed that certain highly spedaUzed vocational high scS a li reS'^S^ on y
for male students such as Automotive, Aviation, Food arid MariS ffles
Thomas Edison, Oeor*e Westlnghouse, and others. TheMuSls pwpaw students
for careers In mechanics, catering and the electrical IndSstries,' ■
«/'J'J*i'"f"**''''' women who are required to take cooklne in JnniAr
tho only school In the city where they may study to b* chefs " "caooi,
^..'^SJ*?"'',*" vocational schools emegatH biirma'S courses In the ea-
edoeatlonal vocational schools aro dosedlod rll^A flvS mjt^iifhS wi^ST
fl^(H)t<>f FasWoMndoBWes Usts, oS^^^^
328
for *'t>0)*8 ool;'^ (PfMlticUoD TecbDiquM, UpboUtm Manutecturlnir. itnd Men*0
Clothing Design And UflbttfactuHtii) and one field fo^^ 'Vrla ontr? (Wontef\*8
Aptxirel Con«uuctioit). TbU mwnx H of tho program omred br tho c<hodaca<
tlonal achoo;, u closed to female atudenta, and 1/9 of the program (that apeelnv
calty devoted to women's ctothea) i% closed to tnalo students, Such aegregatt<^ti
does not even make a pretense of being "sej^rate but equal^^
l( we consider the course offerings In all of the Tocatlonal schooiSi TAo f uMlo
7//^^ BcncoU lUU 77 major technical courses open to malesi white a m^r^ a6 ^re
Usfed for females, Uoat of thti courssa on tN female studehta* list, such aU tiptjigp
ste^ograpbjri llor^tiY; am) cosmetotogj^» are also on the list for male iitude^u, but
most of th0 snbj^ts on the mile list are not ou the female list, iucbai architect
(ur^I draftinir» radio and TV mecbi^hicSrJswelry making ani ai I iuenuohed
eartleri commercial cooking and catering,
Altliough the catalog of high sch<^ls, for the first time thif y^ear^ does not list
the NeT7 York School of Printing as ^for boys ovXf\ the same catalog does not
list any printing trades courses opeti td female stud^nta* And there aroln fact no
wmcn enrolled lu the Now Vork JkJhool of Printing. Furthermore, admlnlstrator«
of that icho^i icem unaware of any mote to cud the segr^atl6n In the 9chool
(vvltb the eicewlon of th^poat graduate evening *cho^l), ^ .
We aueatlon the exclusion of men from c^uraea Iti l^ractlc^i NurstnA a^id Pre*
BeKlstered Nui^lng. And ^e ftnd the distinction bett^eefi the male coUWe In den-
ti$irjr (Dental laboratory Proc^l9S).i;)d the fent^ie c^H^ie '(t^ental Om<^
Assisting) remarkably blatant tn tta dfscrlminaiioti a^lK(st*j»?oWn* ^
The Vocation High School for m^ea only, as listed In Th0 ^Mh Biffh SchooUr
im-lX are Ohelse«i Alexander Hamilton, Automotive, Alfred & Srdtb, Samuel
Oomper?. Food and Maritime, Manhattan. East New XoHft Oeofge w^
WilllamE* Oradyi Atiati^n and o^mae A. 9dt9on. In additien, m OtmilPir^
mofm boiMof ^MdcHoh, mOrli lUtathO Kew York SchOofo^Vtin^ l^l ;
for male atudenla* In otli^r wdrds, two dlrectoriea for the cu^nt/ear |)|iVeM<.
SchM^, mOrfl are Mabel lOean Baoen^ Jane Ad4ma, Olara Wrt6n, wll»am iJ^.
Maxwell and likm^lca. Again the pjfim bittcit^ o/ iU J9o^ of J?d4<o4(<oH> >av
m<hn Hits one mor« aelor "^rts**f Sarah Kalfc^ Morootei^, the iheet (>i <f6rre?^ -4 ?
ilonf given out with the oilo/ai DfreeJortr doea not indicate that either tbe Ke^^v^i^
York School of Printing or Sara^ttale how^etcome both lexea. ThUa, there js ^ ;
oonrui?lon as to what the policy of tl^e Board of education Is. .v , , , r :
The Institution of Se;c JSducatlon courseir was originally supportel by* fei^nlet 1 j|
groups, lloweveri the courses ^a they are currently taught have generjiUy fatted W ?
our original hopes, thly do not provide any <n<ormawos <)U CdntracepllofJ i tlvey - ; -
In no way efi&phaslse the ecological crisis we face due to overt^^pulatlbur Instead /
they puJ*ort to leech ydeal'' sex rule hebavlor. \ . i.; / v
A» of Septemben 1W» Sejf Kducatlon was taught to some of the student? In , i|
2«5 put of the WO public schools In New York City, Induainjr of the m hlgV r„
school*, these classea are still given eepirately t^ taaTo and if^mate etuflents. -v ^
In the teachera manual prepared especially for thei^^" classes, the words ^'con*
traceptlon'' and '*blrth controP ate not used a aingle time, ^TamUy Plahulng" Is
referred to oMy briefly In passing. <
According to the coordinator of the courses at the Board of Education, Herbert
Karp, who was Interviewed In the Spring of i&70, not only does the Board wl«t to
avoid offending anyone*6 religious principles, but it Is afraid the teaching of birth -
control in too great depth might be legally interpreted as ^'undermlnlh^ the morals
of a minor/* thus exposiUg tne Instructors to the dahgera of legal suit.
The biology of human and/or animal reproduction is covered at every gi*ade
level, but U comprised only 15% of the total curriculum, the rest of the course
being devoted to problems of '^family living."
. Aside from the Ulogleallty of sex education classes which aVoid the subject
of contraception, we note some other surprising elements In the curriculum as;
forth In the teacher's manual called '^Family Living Including Sex Educa*
tlon.^^ Notions of female pasirivlty and the ^^woman's place'* have been Instnied
as early as grade one, where the wanual tells us that girls ''usually play with .
dolls and engage in housekeeping activities and sewing/* while boys "are gen«
er^Uy very active, almost In, Constant motion'* (1967-68 edition, p, 16). The
manual goes on to show six->earolds the I'klnds of work men Usually and
gf" a kinds of work women usually do'' (p. 17). In grade ten when students '
AWtt froini specific cases o£ omcUl pw^ogftUte basejl Oft . s^t. high school
mum have <S>mp>alned of more subtle ^ayi io which guldabce cput)$clprf^ teach-
i*. inA the cutrlculum tend to chihnel jouhi Women into the ii(Kauea "femaie''
ertf. ini the cutrlculum tend to channel joum women JUto the acKaiiea 'Temaie'
oCcui>atlous which provldeti low salaries and lUtle chattel for adVail^eiAeu^^^^
If 08% of domesftc workers. OT^i of secretaHe* and 3 out 9| ^ clertcjil W^rk-
era Ifi this country are^onienp It U partV,l>*caUse the school^ hart failed to
luoUvate them and prepare them for mor^ remuUerallVe rolei. In satlug thl^ yrt
fully r^gnli^ that the education system did hot itself create seiuai «ttd fallal
dtscrlminatlon in the buslhc^ SvorM. But the education stste^ Is tioue the le^
rei)iK>tuibl6 to help young women as w^ll aii young men develop to their gifjf^t^iftt
potential.
naSONNKt AN1> A6UtXtBTRAtI0^
Finally, we leave the students* side of the question and come to the position
of women on the sUtt of city Schools, ' ^ . ...
In the 1067*^ term» women students at the senior colleges of the Oity Univer-
sity received ^1% of the advanced certidcales In educatloni and 62% of the Mas*
ters Degrees. Of these Masters Degrees received by women, 75% were In educa*
tion
In the fall of 1960, women held 60% of the city's teaching positions, but only
36% of the superviBonr positions. , . . .
Furthermore, of all principals In the city schools, women accounted for only
23% of elementary school principals, 12% of Junior high School principals, and
14% of senior high school principals, ^ ^ . , ^ . -
We believe these figures Indicate a pattern of discrimination against women,
and we feel It is the responsibility of the Board of Education to Investigate and
attempt to correct these ineaullles, . ^ ^.
In conclusion, this evidence of set discrimination which we have enumerated
raises vital questions of concern to all parents and cttisens of all ethnto and eco«
ttonilc backgrounds. For we are talking about the basic right to prepare one's
self to earn a living, to harness one's skills, and to contribute in the fullest meas«
ure to the productive forces of our society,
What We Becommend
(By Anne Grant West)
Our dtscontent comes from the fact that we. as women, have been doing what
we have been raised to do. We h.-we prepared thousands of meals for our fam*
Ille.% but wo have been unable to wield power in Industries that are poisoning
the food we cook. We have Jjpent our best years raising our children, only to find
that we have no power over the job market that condemns our daughters to eco-
nomic dependency, and we have no power over the political and military system
that sends our sons around the world to kill and be killed.
We are here tonight in the hope that our generation of women will be t^e last
to l«e made so powerless in siich desperate times, - . v> . ^
Our specific recommendations to you, the Board of Education of the City of
New York, areas follosvs: ,
At the elementary school level, we demand an end to all sex segregation on
playgrounds and In classes. Principals and teachers should be Instructed that
there shall he no grouping, lining up, or eeattng of students In sex-segregated
groups In classrooms, corrldor.«t, lunchrooms, or auditoriums, and that different
Activities ^ill In no way be speclftetl for different sexes. ^
The same rules shall apply to interi^iedlate and junior high schools. New lork
State requires two years of shop and/or home economics courses, We feel the ap-
propriate Adaption of this Is to require one year of shop and one year of home
economics In coeducational classes. ^ . . . ^
We further urge that courses In sexes education be coeducational, and that
(he curriculum contain factual information on contraception aud on the ecologl-
8A4,PBrffi<!«t,>lrMi Of baviiK to perform to the Wei ot au unne«eMarily hlsh
.11 AtiSfe*!? ♦h?ti^**^S£5L%.l S?" wVMefwse bo proylded' for
ajaw m^^' ^ «>'<>»«^ '^'^^^
4l»erlinl|i4tor> |[uldMce prartJce, such ai the tracklna 6t
$m^%^&!&btit£^ »M0 ^w»ro j>f the full nnce of courses opep' to m
lAac^c,^^j^A^}l^^,t''}J^"^^t?. M« M«fWte<J schools ftre now co-
?v2^-fc^L. a "aJnaeogwiphed sheet announcing
Wo,e«P«<t thai neither academic nor Tocatlotai high scbooli. nor etenlnir trade
echooU m iremaln sexwally exclU8lve.-rhl8 meanest wWMhoij wiR pltcl
l^^J^^*.AV^t It f«rther^eans an eSd to aU p»
school spohsorsWp of training programs in <jooperatloi» with unions which con-
tinue to bar women from apprenticeship prograws; from union meK find
from equal oppott«nHte8%ri{g'men in Job pl&ent^ v^K ■ .
baSmfe?M«ia^«
Vf6 urge that no school; k^perthltted to sponsor alby bO< leiregated extra cur.
licutar 0? wijlce squads. We demand ihaVma^M anneS^^^^
•saaal opportu6l.tir .to*s«rw as offlce anl iMary aldMi and oW patrols. audi<2
prljclt^ifs and supetTisl'ig teachers shall be Informed of tols M cy, ■
, ^^.^"'ilSK" cptaWtent athletes should not be barred frtm any teams tn^
SSfcffiSS^gg^ mm'^ agal^SVothSr schooU, anS » &
enSaSld^^tn'SS&lSiJr'^^^^^
surolemented With materia^ women's studies. We u^WSd of Bduca?
tlon to notify pnbiffliers that the tmake of girls and wmeti pSsented intuits
^yLH^?^^" consTderatTon on all fuUiiS pffi^es of text*
tWA«iS?5a^tr^
^'1"'"?'^' °' '^°'"^" holding DOS tlons as regular teachers/teachers
with special Job assignments, department* halrpcbple, sni»rvl8ors:S mJs a^^^
5* '^'iH- We expect that schools showing evidence of sefualXcrlKlfon sh^
&acffi.'??gJrdl?S oisex. of employment and assignment for all
^We recommend that the Board of Education Issue publicly to stress the tleht
^ilTy^y^F}' system In ordeVto lm?4M
.S^If^fifS «it ni?' 1' "P^" wo«aen In education, that wbmen
it.'J*'^ «»»tJt|ocl as men to support themselves and their famlfles by flmnS
high-ranking positions m the school system. " i»uuuea oy nmng
We urge you to seriously Investigate the possibility of conducting classes on
the business day schedule so that children will not be excused f rim 8ch<»lthr^
hours before their parents return home from work. The pStwhool hours aw
, btrtdwi 6B
maim
ivjc« COtir«efl .tO help oduc&Uoti
pkm«nun| _
"^1*1^^ 11^^^. Mvls<^ry power, bvt It w6Wd autfcSrUAOott to
pUtrftt BchoQl 9oarda a$ an adyUory OommUtw on tha Boart of Edumion.
21?'?^ ^« "^^^^^ *^ aSe<itivelT <K)operate wUh>Ou to ^ring So into
jfttU Md o^tial partnerahlp with men In the echoofej, and aoon, throughout all of
A l^roaAx. ton Commvaffm^i^AXBtso tut Ptrawo SoHOota
, (By Kathleen Qrad^)
BATIONAUB
As wemberg of the SSducallon Committee of N,0.w; have spoken to mfiny
people In the ftchooJ ayalem j peychologJsU, principals, and teacheiS: Out Original
goftV waa to point out specific discriminatory pracucee against the students, Aaln
and agalti we found we were dealing with their own prejudice. Por example.
Junior High 8cho<3 principalHn the Executive Training Warn we4 Xii
a auesttonnalre to fill out and 03%, toen m well as womenTagreed with the state-
"^^S^V- ti.^i* recognlw in inyself a certain amount of bfas against woS^
This bias took many forms. It was perhaps most evident In the questions relat-
Ing to hiring. In a general quest on dealing with hlrliig a better quaUfied woman
or a man.wlth a family, only «% wonld hire the^w^^
quesUott on hiring a secretary, 8jl% said they would hire a^ less qualified woman
ST^, >»a**^P|^^?Wrhecause of sex stereotyping ? secretarlfa
^ork s thought to ^ woman's worfc presomptjonsi about set-related traits aA?^
a fairly narrow deflnlUon Of socla roles was also e\ident throughout the queij-
tjonnafres, Many of the responses Indicated simple misinformation of Ignorahco
of relevant research and data about the dltferences between men and women,
All the school personnel We spoke with were weU-meanlug, intelligent people
who have simply not^ examined their pfesupposlUons ai^d ammptloud In this
context Many showed surprise at some of the facts we presented arid interest
in the ideas. It is clear that we have all been subiect to the pervasive sex prejudice
of the society at large; Teachers, alottg with the rest of us, see them»elves in
roles limited by their sex and condition their stud^nU to the same viewd, often
unjcnownlngly, through differing evaluations add expectations of the sexes.
We would ll^e to propose an in-service training course on sex prejudice and
social roles for teachers, guidance counselors, and hiiy and all other interested
school personnel. Our main oh jective is to Interrupt the inheritance of prejudtce
through an educaUve process that will bring such attitudes to the conscious level,
allowing them to be retained or discarded in a rational fashion, Our specific
Objectives are as followa ! . :
(\\ to understand society's seXual biarand exp^tatlons of the Individual,
(i) to allow scbool personnel to understand their own sexual bias and expecta-
tions of them^lv^ of th^ir assodat^Si and of their students.
<?J to permit the people enrolled in this lirogran^ to become familiar with
the traditional n^eana of establishing sexnal rolea,
(4) 16 enable school pewfonnel to examine their own and their students* sex*
defined roles,
,.«M»eJ^iberhi&re w a njove tbe establishment of a <!om-
S£teM^\^S$?5^H#^5'.*« ^ Committee i»
Wi.S'-iS^sM^^^^ *?f*^^ methods of im-
.^^.J!^'^*?^?^^*^* the .wh9o)!a. WeXouid b^pe that at least
grflm toexplot^ivMeutngcholcesofBOxujkl roles. , fiv-
♦hSulm^JIK'^^^ ^ {echnlqufe developed by pewons d^lrlng to inctm^
!u!lf \^ anch problems as tacim and sexism. It^ core Is the smaU
dlscussiou group, but It dJfters ftom ch^t such groui^ In several sUtiWcAftt
ffttH?"*^-'!^*/"* falls Mw^n l^tiirlng and wcouttter groim Sct^^^^^^^
It has the immedlac; and sonie of the etuotlonal content of the latter, but the
ilffi.^i f'll".^.^ ^^^^^'^ ^^^^^ feature that
dlstlogiiUhes U from lecturing or topical seminars i$ the tier^hat aspect, PattW-
Jv^Xo^ ^^i^^'^'^i' experiences. BverHhlnV thwr^tlcWfl^mly
grojmded In practical Instances And ejtomples* '
To fAClUtate consciousness-raising In the limited period of time that th^ course
wlllrunj certain asserUve techniques will also be Included, Tbo adVaniSe td
^J^^^}^Tf ^^^^ ^{ ^^chhlaues of encounter group interactions is to he p
wirticipants recreate experiences foi- demonstration, w-e^tperien^ (hem in "A
d fferent role, and in other v^m consider themselves arid commonly accebfed
atlUurtes In hovel ways. The purpose Is to interest the partlcii^nts, help them'
to enjoy the experience, and to provide a bridge from theory to practice.
An lmi>ort«nt aspect of this course MU be that all activities within it will be
voluntary. No one will be required to participate in psycho^rama or even dis-
cussion. iSJfk ' ^^^"^^ keep group pressure for con-
NOTES ON CUBEtCUtUM V
I, Thft Individual examining the role conditioning in her/his own life?
(a) Choice of profession,
(b) Acceptnnce of responslbHlty on the Job,
(c) Ambition for advancement
(d) Single or married 5 does the Individual consider her/blmself fuWJled t
(e) Dress for Job 1 what does the Individual consider appropriate?
(f ) Dealings with the other sex on equal, higher, or lower levels.
(g) How seriously does the Individual take the importance of the Job to her/
himselfi her/bis family ? .
(h) Lattg\mge and facial expressions used In dealing with other personnel
and the students.
(1) How the individual reacts to the sex bias of her/his students.
(i) How do men and women feel toward women administrators?
It. Differing expectations by teachers of the students In regard to-
la) Temperament-^o teachers expect and tolerate more independence, ag-
gressiveness, loudness, restlessness from boys? more dependence, whinlna. tcist-
gllng from girls? -
(b) Intellectual abilities— <io teachera believe that girls are more verbal, boys
more mathematical? that aggressive curiosity Is more to be expected from boys?
(c) Soclftlltt\tlon--4o teachers expect girls to be more "mannered" in the con-
ventional sense and encourage them to be "feminine*' (pasflVe, dependent)? Do
they encourage boys to be "gallant*' (move the girls' chairs, etc.)? Do they ex-
pect the girls to be more religious and moral, boys to be mote loyat and ethical?
(d) Language use— do teachers expect and tolerate more sianfir^ rou«h lan-
guage from the boys? *
(e) Dress— do teachers expect girls to be neater, follow fashion styles and
seasonal changes more closely? do they pity girls who are unable or unwilling to
play the fashion game? do they reinforce those who do? do they react unfavorably
to boys who have longhair, wear earrings, or girls who wear 6lacks?do they stress
modesty for girls?
{f ) Health— do teachers expect boys to be more robust, less complaining and
reinforce girls for being "sick" monthly? do they encourage a healthy respect
and confidence in their bodies in boys and a morbid anxiety and fear on the part
of girls? *^
(g) Athletlcs-^why nre boys and girls segregated if they are In their athletic
activities? do teachers expect competence from boys and failure from girls? are
the terms "sissy" or "tomboy" ever applied?
(h) Interests—do teachers expect girls to be more interej^ted in chltdcare,
home, and family? do thoy expect boys to be Interested In cars, sporta, buHdlng
and creating with permanent materials (rather than food and cloth) ?
^ ' (T^'CiH^if gba^ ejtbect b^j^a tnl doctors, ^fU nm^l do they
MllWe4H'<^^ ttlJttk'bbt^ hW.i^^^^ and
W^rT^ the wiy.of qaei.
_,Jitott\f^l^H^ t6 d<^ light hoUAework attd
lecretfttlat chdreii itt the etawt^wv bojs to do the heavy tvork and executive
vVid^^lon to theai«>iWrtal a)ftd ilch^iretated tbetaea |y?J*tal ptmmwon
cWde4 as i»eU is tM eVolullon of the 4^^^ of ifteh arid ti^omn. It is im*
tortiftt to i^oiemt^ef that eteJry dW^irin^ iH^tweefi boys and girls inerea^^ vith
flje. Until and uWesB tl^e wrhooj system treatf thetd ajbsolfitelf equally there
iH no r^soa to asstsme that it ist^^i th^ schc^l system itself thkt is creatmi these
, 8ti Hots SteaG^TYPiNO m SluuBMrm Sctioot Ruotaa
Accordtngp to the statement of purpose a^ot>ted at the oraanlslng confer*
ence of the K^tlonal Organisation for Women in >Vashln(^ni B.O.j October 29,
loeflr: ■ ■ • - 'y.-'^ "Ovr-V- 'r^' . "'^^'^ '
"We believe that it Is as essential for every fc\tX to be. educated to her (full
potential of human ability as it is for every boy, with the knoviftedfe that
such education Is the key to effective participation in today's econotny and;
that, for a girl as for a boy, education can oniy be serlou^i where theiN^ .ts ex«
pectatloA that it will bo used In society. Vfe believe that ^^tnerlcan edu0|itor$
are capable Of devising means of Imparting auch expectations to gUi students/'
Are American educators taking the pou^ntlal o| gtrl students lind their et*
pectatlons seriously t A study of elementary school textbooks carried put by
the Centra) Kew Jersey Chapter of X.O.W. indlcatea that they are hot tt further
indicates that gtrls are being actively demottvated as part(cl{^nt^.in the life
and work of the nation by ♦he concepia conveyed in the books they read in school.
An introductory easay entitled ^'A Message to the Teachers ttotA the Author^''
in tiippincotts' Basic Beading Prograth refers to the rewards of leattiibg to read \
Pint, there is the great satisfaction of mastering a skill in an orderly fashion.
The reward of emufatlng the grown-ups for whom reading is obviously very
important, la the long-range goal, but the skill itself is reward and delight to
the beginner. On top of thU delight in learning for Itself we seek to reipvard
the young learner wAh amusing or exciting stories as. fast as we have words for
them.''-' ' ' ^^.'V.^ -
In a total of 114 readers examined (frotn dfteen reading series and un^fipt
frotn primer to sixth grade level) there aire SSI "amusing and exciting"' stories
centering around boys to 3^ stories centering around gIrts, This represents
boy-oriented stories to cater to <>t small boys in the elementary school
popniatlon. //^'^'^^^'^'^
Bimtiariy, there are iB2 stories cehtering arottnd adult mal0 to I2t stories
ceutering around adoU females. There are 181 biographies of famous men to
2S biographies of famous women. / . . ^
In the early grade readers the oldest child in a family is always a boy. Boys
ar^ associated with making, earning, playing active games, learning, romping
wi th dogs and helping the falheri. / '
Girls are associated with helping their mothers or brothersi playing with
kittens, getting in to minor forms of trouble and being helped out by their
brother^. Patterns of dependence, passivity atid domesticity arc apparent. Story
lines from Scott jF'bresman's fir$t three primers io as follows;
**Boy sets up carnival act Box teaches dog to Jump for food. Boy solves pr<;^b-
Im of keeping mother's floors dean/ fioy Solves problem of runaway dog* Boy
plays biEitl. Boy uses magnet to iloU'e for girl. Boy builds oar, gUls
m^tl^r^J' : ,\ ■ ■ ~ ' ' " .
Story lines for glrUiie I . . ^
"GJri Is frightened by older brother. OIri is helped by bl^er brother. Girls
play with Tbady and kitten. Oirt is helpW by older boy* Qlris solve their o^h
problem (this is very unusual). Girl mlstakea cat dh television for her own
Kitten. I Girl goes shopping with mother. Girl helps mother choose books; Girl
palntaplctureof cat.'»
In Book Oho 4>t the samo mlH bojr atorr Upoa l^gto to offer apoctflc a^blove*
menu tot boya as well at contacta a4^ta outalde ibe tipmei
'*Boy fiada poUceman*a buttob and retuma it* ratber mendt boy'« Blod abd |hey
go OS toietbey to ride It (leaving mother at boue). Boy wln« r^ce wltb ^novated
aled. Bo^ belpa t^.dellrer grocertei. Bojr .vpaita for poetmani lottga Yo>, Htter/
leama of net boy on block and makea friends, B6y tix fatm befrUndi j^onyV' '
Qlrla in tbe aame book bare ^6 outsl()e contacts or acblev^nieAte oMr tb'ail
sboppl^f expeditions, l:bey begin to abow te^denctea to minor a{inp(dltiea
anamUnapat
^'Qiru boast of itew dresses^ find they are identical Oirir sro^s 8h0Pt>i!lg foil'
mother and forgeta where her pocket l|. OlrU goea shoppingi dropa appiea.
forgeta eggs, Oirt Josea bunny, bojr flnda It for E<^r fillrt longs for her own
telephone call, flnallr gets one from motheri cauing the cbtldreti borne. <^lrla
make corn patuea, chicken^ eat tWm,^^^ , , .V v
in Harper and Row^a Basic Reading l?rqgram VAronnd the Ck)mer, Prtmer
Xeyel^ a g)rl wanting to ''do fiometblnf different" ta taken dn a aboppli^g ex*
pedtt(on to buy her brother some naw T shins, A little lamb asks ber itaotber
what she can be/and mother repUeat ^'Some day yo^i will be a shtep. A mother
aheep, just like me I T^at la what you can be.'»
^I>erogatory commenta directed at girls in general ara common in aU seriesr
Tbns» in tba Oinn basic readers Book Bit, a girl geta lost in London* with the
comments ^'Girta are always late.'Mn the Harpei^ and Bow Basic Beadiag iPror
gram, Primer Ut^l. pago 45, we find; ''took at heri Motben Just look at ber.
She is Just like girl. She gives np." ; i ;
In the same series: ''Get lost,*' said Ann, am Just a girl, but I know enough
n<^t to do tbat.^* ''yon ceinnot write and spell well enough to write a boox/
X<M are Jii^t two little girts. '^ Knally i **Let a girl do the starting? Kot a chance !'!
and *'«iafa right, Fafty, let a girl d^ the work." r i
Jt Is'aecepted in the reader nplve^se that to denigrate girls is a satJ^factorj'
sign ^f n^ai^uHhlty in as;(iall boyf dlie effects of tbia attlthde on giria themselves
ijS not considered* ^' -'^-^ '^"^ '.'>^;'>/-:
Mothers ih all th^ seriefi tead;are occupied with domei*tic cares and serv-
iced. In iiinst^tlooii they wore neat hairdos and aprons;
and ^^ey oitt^'n cii^y traya et ^bokles. gomltlmes tliey drive cars. In otie Bank
Sirett fwder d wwW^g ttotber l^ found (bbt only in a school food Urie), arid
a Hatp^r fciid Bow Book JWH Mory des4rit)ea a f^ bully whose proW
lejn, by impu<^Uon, Ja that blC motbeir^orkl iitid is not at home to welcome :
htm aftelr whck^i. (Page lOTK^^'^^^^ hisd neVer tninded, or anmy not^^v
much, a^d it NS'Outdn^t nft*0 niatlt^ifedjf h^f^^M^^ becaw tbo Hastlngsl
fatfaOy needM the eiti*tt»<)nei^>^^^^^ Jn the stoty \vjfh1
a *'good*Vboy vvbose motber is at h^e^ ever* day to give him cookies aha mUk '
Tbe ImpHclt social lodgment is Unmistakable. -
Mothers ajse netor lBnO^n doing independent worjc of their o\vn Or comiog back
to the family aft^r somfe personal eifpedltion* Wsey at^ desc^^ as emotlonaV
and unt^soMble, Thus; In SiB.A.'s rthe - furple Turtle/' page jW5 r "My Mom
says *Don*t you'll me^ your shlrtV On page 162 J '^Roger's mother wept, afraid
that her son wonld be eaten, But Roger was a brave bOy.*' Alsoi ♦'Mama's face
was sad, and her voice was aof t, ^Do hot worry, Mama V **
In *'A King On a Swing'* in the same series, page 28 : <'Mom will be mad. Shell
yell at me, shell spank me/* (this bov is speaking to his father) Also : <<tou know/
if you are bad MOm will epank you.*^ Mothers are sbowti as disciplinary and re^
presslve, fathers as the bringers 6t fun an<i fttlmulatlOn, feathers never display
emotion, ^ven auger is not represented. Father is a beloved being who never loses
hU cool. .
In Hanger and Row's Book 0, under the chapter heading* *'Boy'$ Adventarcs" .
an extreme of antl^mother feeling is reached. The story of Roald Amundson as a
small boy whose father dies is told, '^Boald was left with his mother. She was a
determined woman. But be was determined tod.** She wants him to become a
docton but he wishea to b© an explorer* In the end she dies, and this event re-
leases him to do as he wishes. Teachers* notes to this story include the question
to the class! "Is twelve years old too young to plan for your future?"
Girls are never found planning for their futures, but at the fourth/fifth and
sixth grade levels boya In all aeries begin to look forward to manhood. Earning and
achievement become increasingly important. Quotes of speciAc incentives to man^*
hood Include the following :
''Om})lng outi Af^ Hii tbi UAi mni **QH more like font Uth^tmn
llo would bate, b^t^ betr0 (Mt| tmt be comdA't Un come taetet then you
did/' (£lri>rtKH)ti'i XUriO R«<^dioig Prosmto, Book Ot pA«e Mf) AUoi ''In A famllf
when a boy doee bli wotk well, perbttMi he caik earn hfs wish/* (Olrle are never
WId for domfeetJo choree,)- ,
Vofi begin to control their euotlone and quotes like the following begin to
aman "ue would go over the fatU on hia feet standing like a man. Be would
not cry out like a little boy for help,'' (Laldla w Brother! ith grade reader)
Qeographical range becomes important for boya while iiria remain domestic
or neighborhood in their settings. Thus tn the OInn bailc re<(dere, atory Uneg go
as fouowsi
Boy Yietta Moon base with father. Puerto tUcan boy starts business with his
Jfrandfather. Farm boy does ^'a man's lob'^ haivesting corn after his father is in«
nrcd. Arab boy rescues a iamb, tapp boy does man's work" in a wolf hunt.
Canadian boy learns a skill ... a boy is really getting to be a man when he
learns to handle a kayak.'^
In the Qlnn Basic Readers Book Five we find a boy who shoots a gristly i *Ta
had left him to bo the man of the house, Here waa the dead grissly to prove that
lie had itcen worthy o< the trust^' On the other hand, when a mother settler shoots
a woU In Lipplncott*s SeTiea Book 0 (her husband is away from hom6)« she says
mod08lty» *Ut wasn't hard» tiie wolf was a good target against the snow.''
In Olnn's Book Five again a. boy has a flood adventure during a picnic t '^tou
did a dangerous things bringing that boat acroes the Aood, and a orave thing.
Vou noted like a D)an."
Biographies of men often show the progression from boyhood ambition to
manly achievement. Thns in Llppincott's Basic Heading Program Book H
we find Buffalo Bill ; ^'Even when he was a Uttte boy of Ave he had learned to
rUie a horae. By the time he was eight he was an eipert rider." Kit Carson in the
mm bObk escapes some bears In a hunt '^When Kit was a small boy he wanted
to be A hunter and trapper. Ills father had taught him how to $hoot straight/^
t^ardttel incentives for girls are totally lacking.
Sometimes little girls take It upon themselves to play little mother and en«
courage their brothers to achieve. Thus in LippincotVs Basic Reading Program
Book J>, page 80, a girl convinces a boy that he needs to learn to read s "You need
reading and writing and numbers for almost everything. A salesman must be
able to read his orders. He must add up his bills." ^he mentions mechanics and
l>a)nters with similar needs. Her own future needs are not considered.
In Harper and How's Baste Heading Program Book Five an attempt is made
to handle the problem of female adulthood. A girl comes across an old house In
which she finds traces of a woman Who once lived there. She examines a girlhood
portrait and a fan and an adult portrait. These are her thoughts t ^'She'd had
Cheeks like speckled egss and a merry look despite her serious lips. How had she
become a woman whoM used the fan? How had a girl who looked so honest and
everyday nt In with a fan that looked like moonlight, music and romance? This
tomboy Netta had managed to grow up and still stay her own self. . . . Katie
wasn't sure what she herself meant by womanhood. Well, she'd find out in
time ... the important thing was that a tomboy girl had handled growing up. 'If
Sho could do it, I can do It too/ Katie nearly shouted."
The message Is that growing up for a girl involves a mysterious metamorphosis
from a merry tomboy to a romantic woman^ with a veiled hint at loss of Identity
in the process. The next book in the series, a sixth grade reader, has no glrl<
centered stories at all.
A story In the Olnn Basic Headers describes a girl who impersonates a boy
and rides the pony express^ having always longed to be a boy. A bandit captures
her but lota her olf discovering her sex. He says, **It Is always wisest for girls to
be happy that they are girls," I>o educators take it for granted that boys are un^
likely to be satisfied with thrtr status as boys? It is clear that being a girt In
our present social climate re<iuire3 a certain resignation.
In Houghton MtAtin's "Looking Ahead." Book Four, we find: ''Agnes was tO
years old, but she still thought that playing Jack*in*the*b6x would be fun. Since,
however, she was the only giri in the family, she knew she should help her
mother.*' Boys by contrast feel no sense of obligation to help their fathers. They
desperately long to do so, since this means added status and brings them closer to
the desirable state of manhood.
In biographies of famous women the facta of achievement are often qualified
in some way, such as this in Harper and How's Book TB j Annie Oakley says Of
FM&K BtttUri **lle'i tbe finest Jo^Wog ^ ^^^^ * .^^'l* ^ dWn't hftY0 to
In the ait)Q B4»lc t^itdeN female nchlevemept U ahowa fri^akiih 9iid excep;^
tlonali tbni InSook nve; ^'From Terr t>eg(Qnin g Aineui ]E!i)rhart la^Ai dmerent
from other Httle ilrl»*" Also: *'Kxcept for one thing Matm Mitchell leeme^ Uke
Any other jroung gtrl on Nithtucket Island/' The point is made in the l^ry that
MaHa ]4itcheHlbad to ptu the kitchen In order fli^t hefore sho could study the
stars, Another quote illuirtrates the derogatory attitude to female qchlevcmeht
ivhtch {s widespread In these renders t '^Vou did alright for a girlr rldlu' tUe I'ony
Ejcpress.'! •
The numhers and Yarlet5^ of adult males in different occupations sitown In all
readers contrasts strongb with the numbers of female adults in different occupa*
tlons. In D.a Heath's primer series Book Two adult males include! Fathen pet
store owner, postman, ^reman, policeman, soo kee]>erj ice cream man, a clowni
rallw conductor, sheen farmer >Vomen |n this book include Motliers, ladt^
next door, and grandmother. Where adult females appear, throitghout the series
read, thejr tend to be in a jBupervisorjr pr service reiati<^nship to a child, or the
wites of varying m^le ngurei^i '/
In 8^tt Foresman*s Book Five (**Vista'n an extreme In female exclusion is
reached. Ma^ minor characters include e^tpiorers, scientists, navc^l commanders,
submarine commanders, foreift ranger, a king, a gaucho, a Ptiotj a schoo) prin«
cipal, a railroad inspector and vaHous fathers. No female minor ch^riictfrs
appear, although there Is one storr involving t#o siUjr i^rls ^hojiold a pr6gl*e^-
sive lunch and two female blograpnles, one of a brave doctor (frontier) and the
other an eight section biography of Helen Keller. Female exclusion becomee more
acuto as thegradt levels r)se. In Harper and Jtow*s sixth ^ade reader there are
nogirl centered stories at all
Fairer tales pifer e^amplCf^ of pretty heroines rewarded for tbelt^ looks and
siveet dispositions b; marriage to princes, but aii far as achievement go^^, Hansel
siays to Oreteh "2>on*t worrr, slater, I tvlU takoeaji'eof yeW/* (Wpplne^tt's B<^k
0) The message Is that fc-T^ales are gebd so long as they are i>rettyi and that
age and ugliness are syn. aimous with evil. 8noW White, Cinderella, Beauty and
the Beast and many othe^^ illustrate traditional Mtltudes of m^ile possesstvenet^s
towards the lovely young fcmaje coupled with fear ahd mistrust of the older
woman* Such st<^rles are part of onr cuunt^l picture and cannot be eliminated
from sch6ol curricula, but they do require interpretation and iindetstartdlrtg.
Myths such as Pandora's Box which e:s^pres^ man's fear 6f ^'feAiale evir' must be
discussed In de(>th and eXi)lainpd. , .
In spite of many gdod intentions American educators are in fact dlrecHug
female chijidren Into those subordinate o<icu^tiona and attitudes ^hlch n)ost
closely serve the short-term convenience . of an adult mate heirarcUy* It 1^ no
wonder that rates of academie and other (or^s of achievement show a sad falllt^g
oft monk wemea The female population of this country has Internalttcd Ch^Hes
KIngsley's sentiment]
"Be good, sweet maid, and let who will be cl0ver r*
A v'omplete report of the findings of this committee will be available In >fayp
1071 from ; Women on Words and Xmagee, % 4, 28 Cleveland Lane, PrlncC'
ton.N; J*08M0;
The New Jersey women believe that their son^ as well as their daughteirs f^re
harmed by the notion o( sex-stereotyped roles and by the assumption that boys
must be strong and girls agreeable, that males tnUst direct and females 6bey«
They want their sons to be genUe as well as strong and their daughters to be
adventurous as well as sensitive. They want the books their children read to
emphasiise the variety of choices open to them regardless of their sex. And ttiey
Want readers-*the most important books of the early school years-^to j^r^eht
to their children a positive image of w'omen as well as men, one that Is baKed
tn reality and founded on equality and respect*r*from '^Harmful Lessons tittle
dirts Learn in SchooV*, Betty Miles, Redbook, March lOTt. copyright 1071 MvCall
{^blishing Co.
ANAtvsis OF Math TtorsooKs Fcuno i.v Xew York Sckooi Lissarics
Seeinp Thrcuffh ArithmettoFive (BcottTor&iman).
Mathematical problems in this text present math concepts in social contexts
which stnongly reinforce stereotyped £ex rotes^ Following are some exampteSj
with page numbers s
337
S?l^ SJ^S'^^^l*^?!'? ^^^^^^^^ y^^^^ - ^
^ vm U buUaiiig with hU father, ihua Btrcwjng flctiv« work as related
to tfiaiM . '
Pagie i^^^Oftt of probl^jmB, flro d^aU with glrU cooking and sewing,
; Pag0 M^P«>blm8 aeftlln? with club acllvltles i gIrU are ihown making sand-
wiches, wMt^ bo^s bullrt dlvMcrs,
Page 84— Shows girlV 411 Oljib activities* ^^)ll^teen problems deal with sewing
and cooking. •
!!**^ U^5V^ problems, S deal with mother cooking and glrU helping,
Pago ^^§3— an<t women are shown cooking and cutting cakes,
; i£h*l^^*^^^ camping trip. Mother 8tay«[ home and bakes.
Pago 183— Bo>' goes out planting with father while mother stays homo and
bakes.
Pago 214— Women and girls are shopping tor food and sewing supi>Me8.
rage 220— Problems deal with women cooking and sewing, men driving cars
atirt hiking. •
Page 2(^Women and girls are shopping and cooking, Problems di-allng with
men have them building, repalring»at>d earulhg money.
.Uaffci^oo;^ 5 (Health).
This b(>ok contains fewer problems than the preceding book, bnt where there are
problems, role teaching is just as evident. Some examples follow:
Page lM--Ont of ten problems, ftve deal with boys working at phyijical actlvl*
ties, and two problems have girls babysitting and sewing.
Page 100— Ont of ilvo problems, one has girls sewing, and two problems have
» boys playing marbles while girls are jumping rope.
Page Its— There are 12 problems altogether, eleveii dealing with boys earning
money, hnl!dlng things and going places, while one deals with a girl buying a
ribbon for a sewing project,
Pago 11)7— Out of five problems, three deal with boys and men doing varied
actlvltlea while one problem deals with one girl shopping and one girl sick,
Sally Nussbaum distributed the following mes^^ago to students leaving JHS S2
on April T, 1071 :
1401 Montgomery Ave.» Bronx, New Yojk 1W53,
Drar Pajekts and CiTUENs; Olrls at JUS 82 are discriminated against in
curriculum and sports. They are barred from taking industrial arts courses of
woodwork, raetalw^rk, electric shop, and sometimes printing and mechanical
drawing. They are programmed Into domestic courses such ns crocheting,
sewing, home, ec, and child care, Instead,
My daughter, Daniela Romero, was refused entrance to metalwork class,
Olrls at JHS S2 do not have supervised afterschool handball and tumbling. A
glrla basketball team was formed but no games were ever arrange<l for it with
other schools. Games were arranged for the boys' basketball team. Girls seldom
participate In chess and pingpong, and not In cltywlde or dlstrictwide tourna-
ments, but to my knowledge no special effort Is made (o find out why they Oo not
take part, nor to encourage them to do so.
Recently I sent a petition to Dr. Milton Stier, Principal, JHS S2, slgne<l by some
parents, asking that the industrial arts courses be opened to girls on the same
basis as boys. Jf you agree let the school authorities know,
A bill, no. 4811, has been Introduced by State Assemblyman Al Blumenthat
(D., Man.) to end discrimination by sex in admissions to courses of instruction
or team!^* I urge you to write your State legislators to support this bill.
American Civil Liberties Union is attempting to establish the basis of a class
action suit against the Board of Education for sex discrimination in the junior
, high and high schools. This is being done on behalf of the High School Women's
CoaUtlont a student organization. ACLU claims It violates the 14th Amendment
to the Constltutlon--e<iUal protection of the laws. For information, call ACLU,
024-7800.
Let the following know that you want your daughters to get the same educa*
tion as your dons, so that all children will have the chance to develop their
talents to the fullest :
Dr, Mlltoh Stler, Principal, JH8 82, Macombs Rd. A 1T6 Ht, Bx. Andrew Don*
aldson. District Superintendent, 1877 Jerome Ave., Bx. Gerald Morton, Pres.,
Comm. Sch. Bd., 1877 Jerome Ave., Bx, Una Rosklnd, Pres., Parents Assn., jys
82| MacOmbs Hd. k 176 St., Bx. Isaiah Robinson, V. Pres., Bd. of Ed., 110 Liv-
ingston St, Brooklyn,
The following excerpts are public testimony in the case of Bonnie Sanchez and
lAura Edelhart a£;ainst Hsrold Baron, Principal of Junior HJgh JSchool 217, and
ERIC
338
miA McDougaH. DUtrlct Suwrlnt^ddetot of District 28/ New York City Board
^jJ^'iS^Hi^.^^^^B} ^^l^V^ }^^^}^J}^^^ Courthouse, Bwoklyn, New
York, Oft January 20, l&Tl, and Marcb 19, IVtl For further laformatloa on tlila
ca^j?, contact New York Civil Llbertloa Union, S4 Filth Avenue, NerKN.Y;
Bjcerpta of teatlmony of Laura EdeJiiart (continued from front cover) i
^^^S- ^ started calUng the Board of Bducatloa But 1 never got
through to anyone. I must have made a doien calls at least. *
^^9* ^Vi ^^y^^^ the Board ol Education ever roll you anything to do about
this matter? • «v wwv
..v]^?i*'i7t^^^i?l^^ A.'*'^^^^',^i^^L'i^^^«^^ ^^^^^ was decentraUslng that I
jhould go back to the school for this problem? that It wouldn't be a matter of
the CentMi Board any more.
And did you do that?
es, I did, I called the school. I spoke to Mr. Baron . ♦ ♦ * and he said that we
nave too many boys In the school to be able to allow the girls to take metal work
and mecbantcs.
Q, Mrs. JMelhart, when you were In high school, did you attempt to take a metal
working course?
Mr, MAvmca. Objection.
The CouBT, How long ago was It?
The WiTNBss. About twenty years ago.
The CovRT. Objection sustained. Unrelated.
Mr. E;^Nr«. Your Honor, I vrlsh to show that it Is related/In this sense: I wish
to Show that the only named plaintiff In this case was the named plalntltf because
she had the support of her mother, She had the support of her mother because
her mother was also denied permission to take a metalwork class when she was
In hSiih school* and it Is because of that continuing problem—
The CouKT. I am not persuaded. The objection is Hustatned.
^ Q, Mrs, Edclharti do you think that having taken the course it was valuable
for your daughter?
Mr. Mauscs. Objection.
Yps, I (to.
The OovRti What is the relevancy of that?
. Mr; En .vjs. Well, Your Honor, 1 wish to establish that, having taken that course
Bonnie Saaches was a more self-reliant and capable individual than she was
before.
The CouBT. Ut u$ assume that is so. What has that got to do with the polky?
Mr. Ennxs. It has to do with whether or not that policy is damaging the lives
of female students in high school. We intend to show that it is \ thatthe Board
of Education policy is depriving female students of the opportunity to become
self-reliant people—
The CouBT. Do you expect to offer any statistics on it, or do you expect to rely
on the testimony?
Mr. BnI^is. We will offer statistics. Your Honor.
Excfcrpts of testimony of Olgi Gordon, JHS 217 (Van Wyck), Ninth Grade t
Q. Can you toll me what shops are available at your school?
They have sewing and cooking available to the ninth grades. That is only for
girls. And for the boys, they have metal and printing, and 1 think they also have
ceramics.
Q. What shop are you taking now?
We just changed shops and I was assigned to sewing.
Q. Which shop did you want to take?
I wanted to take printing.
?. Did Tou make any attempt to take printing ?
I did, I went to several people, one of them was Mr. Wydlock, and he told
me he would check into the matter and he would try to get me into the boys* shop.
Then I »nw him again and he said he thought they were all filled up. And then t
5 aw him a third time and he said there was no room in the boys^ shO{> for any
more girls.
Q. Do yoti know whether there are any more girls in there now? .
No. there aren't any girls,
Q. Did be say it was a boys' shop specifically ? .
Yes.
?. How many shops are there for boys?
wo or three; it depends upon what periods. There are two in one period and
three in another.
330
Two.
Q. Do m know wbat tho perceatago o< boya and what the percentage of girla
waat
I doa*t know the percentages, bnt It la about evenly distribute.
?. Aro there any other clasaea or aubjecta for credit that onJy have boya?
(^8. l^ere U an AVI Bquad, which ts a aqiuad with audio-visual ald8» and It is
tor boys* And the boys are supposed to set up equipment to show films, and pro-
iectloDS and things like that I tried to get into that and the teacher said It would
be okay to get Into it< We bad to figbt for that but we got into it. And the teacher
said that he would show us how to work the things. And he showed us how to
work theto. And then we never got called to be on the squad. We never got called
to Bet up any such equipment, •
Q. Did you ask to^
Yes. We went to the teacher, We asked him why we weren't called.
He said, **Weil, there are plenty of other boys who can do the Job and they have
been on the squad longer than you."
Q. You mentioned Sir. Wydlock before- Can you tell me who be Is^
He is the Dean of Boys. Ue is also in charge of the shops for glr;s and boys,
but mostly the boys.
Q. And what did he tell you yesterday? ^ , ^
He said that the shops were all filled up with boys and that he didn*t think I
could get in because of the boys, because there was no room for any more girls in
the shop.
Q. Now you are scheduled to take sewing {right?
Yes.
Q. When is that course given?
Mondays and Wednesday the third and fourth periods.
Q. And when Is the printing course given ?
The same time*
?. Do yoti know of any other girls who tried to get into the print course?
es. Helen Kartls, . „ .
Q. Did you speak to the principal about your discussions with Mr. Wyaioc1«?
No, because the principal is not available to discuss natters with student^^
Q. Did you try? . . ,
1 have tried before on different issues than this and the i nclpal tloesn t speak
to the students unless it is a matter of extreme urgency ; and even then he is
usually at suspension hearings.
Q. Did you try this time?
No. But I did speak to the assistant principal, Mr. Nller.
Q. What did he say? .^^^ . ,
He said that I should ask the shop teachers if they wanted girls in their classes.
Excerpts of testimony of Julie Nives, JHS 217 (Van Wyck), Ninth Gmde.
Q. could you tell me how the jrym classes are set up in your school?
Yes, there Is a boys* gym and a girls' gym. We have it once a week for two
periods.
2. What do you learn In the girls' gym?
t the begnning, the first marking period, we did volley ball, end after that,
after the marking period was over, we continued doing that. So me and some
friends complained because we were supposed to have a new cui^riculum each
marking period* And they said, **0.K., we will try to do something,*' and they did.
FlnaJly they got us records which had exercises on them, tut the exercises were
not working out very well because they were only to sUm your walBtllne and help
yoti walk down the street Well, things like that So after a while it wasn't really
working out welh So then we complained again, you know, we should have
something a little more, you know, better, because nobody was getting prepared-
yon have to wear gyn\ suits— and so they had not done anything about it and we
refused to get dressed. That day we wont down, we were looking around for some
guy— our assistant principal— to complain to, and he wasn't there. And the Dean
sent us back Into gym, and since then we have not been doing anything. '
Q. Can you tell me what the bovs do in gym V
The boys 66 exercises. They play basketbaJ). l"bey c«n go out when it is warm,
which the girls are not allowed to do. They play handball. Baseball. They have
certain teams after school for Just baseball, basketball, track teams, which the
girls do not have.
Q. llaVe you asked to do any of the sports which the boys do?
840
Wp QRked for NftkollMill. Tlioy hM thm \vn»n*t (enough eqiUpment Th^ boys
lirofer to Unve It ftwt. Thou wo will hnvo what is left over. W© bav^D't rmiy
gotteh anywhere. * ,
Q. Olgl meutlouea the AVI progtttm before, DW you also try to t;^t Into tliat?
\e«, I wn?j with her. Ahd tny tencher, who Is also o«r scleupe teacher, he tried—
We ca»iu»lrtlne<t to him a few tlmca that ho has n< t teen calling us down to us0
Hie projeitorx, Aiiil he nakl that he wonhl try to hut thero were too many l>oy«
that were tftkeu care of first. Ami one day he dld cnll no down and then he said,
**0h, forget It. I have somel^ody else to do the Job."
Kxcen^ts of testimony of CiUherlne Reinheinier, JHS 104, Kighth Grade,
Q. Why did you decide to testify ?
uocanne ln»t year and this year my friends and I have tried to get into cmmlcit.
W« were not allowed to take It. The only thing girls can take Is sewing and
cooking.
0. Wliat are the bofs' shomt
Wood, metal, printing and cemmtcfl.
Q. How do yoti students get lata thef^e 8hai)s? Can they choose them or are
they as»^lgi)e<l to those cluBs^s?
No, they are assigned.
Q. Are any girls assigned to either printing, metal, wood, or ceramics?
No, Just cooking and sewing.
8. Are any boya assigned to sewing and cooking?
0. ■ ... . :;
Q. Have you tried to get Into any of the boys* shops?
\e», ceramics.
Q. How did you try to get Into thosef
I askefl our ansUtant prlucU^l, Miss PiccareUI. We asked her U we could
change from mving or cooking to ceramics, and she said, "No. Those are boys*- j
sopi* : yon can't get Into them."
Q. Did you a8k anybody else? ' . :
\es. After t^ie said we co\jldn't, when wfc had group guidance, wher^ we can
tell the things we have probtems with to our group guidance teacl^^r guidance
we can t get into ceramics. She said to bring it up at the student bcidy conference, *
Ho our representative of our grade brought it up at the conference and she didn't
have any luck with It. .
Q. So right now you can't take any of those, classes, wood, metal, printlnlf or
ceramics? , -■■..■^/-■■■■^:''---:^y
Q. When Miss PiccareUI told you that you couldn't come In to the shop class,
the ceramics cinss, d(d y.ou try to speak with the pHnctpal ot the^ scHhobl? V
No, l)ecanse Miss PicareUl was closer to the children than Mn Frank was-*-
Hke, he did, very Important things— well, Miss PlcoarelH holA us today she .
Is In charge of the Department of Shops-"
Q. Would you recognite that the principal Is In chai-ge of tie school?
Yes.- . ,
The Covar Do you deny that a counsellor has auth Tlty to advise the children
as to what the policy Is concerning the exclusion of a particidar course? '» • •
don^t Impose the obligation on the child to go to a higher authority before she
understands she is ekcluded, ^
Ex(^rpts of tefttlmony of Marcy Silverman, Jamaica High, Eleventh jGrade.
Q. Are there any classes or activities or programs within the classes that ar^
open to male students and not to female studerits?
Well, within my physics class last vear, our teacher asked if there waa any-
body Interested in being a lab aiislstant, in the physics lab, and when X raised nay
hand, he told all the glrl« to put their hands down because he was onty (nter^ted
la Working with boys.
Q. Did you make any /urth(^r attempts to become a lab assistant?
Yes. I spoke to Mr. Challift. He Is the head of the student organisation^ and
I told him what my physics teacher had said and he said he would see, you
know, What might be done ; but I never heard about It again. \
Q. Are there any other activities in the school that women are not piembers
of, and have you attempted to be in any other activities?
Yes. There i$ an Honor Guard, which are students who, Instead of partlct«
pating In gym for the term, are monitors in the hall, and I asked my gym
teacher If I could be on the Honor Qnard Squad. She said it was only open to
boys. I then w*ent to the head of the Honor Guard, a Mr. Baron, who said that
he thought glris were much too nasty to be Honor Guards. He thought they would
be too mean in working on the job, and I left it at that.
ERIC
■ Q/ Istholld^dfOba^a a credit actiyu^ ^ ■ ' \ ^
m U you'ro a member of tN Houor Guard, you get credit for the tetm«
The Count. How do you get oMwIntod to It? How does a boy get appointed
^^They JiJat com^ Into tlio boys' gym and soy **\VliO wants to be on Itr And
those wlio want 10 be on It are on It, but they never came In and ^ald that to
our glrlB In gym class. ^ ,11 , ,
Q. Are there other ctosseij that you take that the boya and th^ gIrU are
»i»narat^d or the boyg and the girts have different curricula t
Vej>. The hygiene classes aro— there's boys' hygiene and glrls' hyglehe and I
know in some of the boys* hygiene classes they— I'm not nulte sure If It s
Bmlflcnlly lu the cuirlculum but there has been discussion of birth control In
the boya' hygiene classes, and when we attenipte<l to, you know, dl^u«S It In
our glrla' classes, they told us that we couldn't do U, we couldn't talk about
things ttko that, and girls have tried to bring In booklets to distribute In the
class, so aa— you know, If we couldn't have a discussion, mikybe we could dis-
tribute some material, and they told u« to get It out of the school
q. To your knowledge, are theto any other programs that are ol>en to th6 boys
and not to the girls? , , . . . i i.
Well, along with— in the hygiene progra»n last week there was a-^at a student
council meeting, at which I wa« home room representative, a teacher PiK)ke as
a narcotica advisor in the school. Thero ti a new program In the school, and he
iiald he would be distributing material to the boys' hygiene classes on drug abuse
onil they would be starting a new program together. But he mentioned nothing
about the girls' Classes.
Q. You are taking gym now, is that correct?
Yes, I am. . ... * * «
Q. Do you have the same activities in your gym classeb that the boys do?
No, vv© don't. Right now we're doing folk dancing and we asked— ther* were
about twenty girls in the class that I knew who would like— who Would have
UktHl to go out and run track nK the boys do. They play ball out In the recrea-
tional fteUU, and I nskeil one of the gym teachers If we could get R grOun of
girts who would like to go out and run track or play ball In the fields. Since
there aro about six or seven gym teachers and since they dUTK the bo>a' classes
up svlth teachers taking certain groups out, if we could do this In our class,
First she said I should get the names of fifty girls who would want to do It.
I proceeded to ask around and I had about thirty girls In the first day who
wanted to do It, and then the next day In gym she said to forget about it because
she had spoken to Mrs. Klein, the head of the girls' Health Education Depart-
ment. She said that Just couldn't be done. - . .
Q. Are ^he girls able to go out at all or is It Just a question of running track?
The girls are only allowed to go out In the very, very early |«irt of the term,
at the beginning of September, and theii again In June, which comes to a total
of about three weeks. When the boys go out— they go out all the time, except,
you know, when the weather just doesn't permit.
Q. Do the boy« and girls have the same equipment In their gym classes?
The only equipment in my years of gym in Jamaica ttlgh School, the only
equipment Tve ever seeti Is basketball and a volley Imll, And the boys have
ropes. They have pegboards that they use for climbing. I don't know. I've never
been in the boys' gym. I've only heard from friends, but I know the equipment
that we use and It's not the same, . . . All I've ever seen Is a basketball and
a volley ball and a record player.
Q. what other programs in gym do m\x have? You play basebaU?
We don't. We spenaa lot of time— I tnink there are a few weeks that we are
supposed to be playing baseball, but every time we keep learning over and over
again, which leaves about two or three days left to actual game playing,
Q. You play volley ball?
Yes, we play volley ball also.
Q. And when you go out«'lde. what sort of classes do you havet
We play this game. I don*t know. It's called Ogre Take, where you Just throw
the ball and you run around.
Q. And you're running around a lot?
Tliere Is no equlpmenti though, and when I aske<l if we could play soccer,
since 1 saw other— the boys' gym classes playing It and sinc^ I've played soccer
on my own time. I was told that the l>oys ur^ the fields and, you know, because
342
of that wo're not allowed to uso them. Because they get priorlt^t The tencher
SxcerptB of teetlmotiy of Leslie Lubio, Jamatca Htgb, Eleventh Orade
In the faU of my junior year I tried to get on the Honor Ouard Squad.
?. >Vhat happened at that time?
had talked to a few of the boy gym teacbera because they were the head of
the Honor Ouard and they told jno that X could Qunrd because I was n girl
The Covat. What teachers did you talk to?
I had spoken to Mr« Malln and Mr. Baron about it
Q. Is the Honor Guard the same Honor Guard that Marcy Silverman testified
to earlier this morning?
Yes. It Is.
?. Is that an alternate to gym, a credit course alternate to gym?
es.
<). Did you ever try ogain to be on the Honor Guard?
I had continued speaking to Mr. Malln about It and I managed to sv^'^y him
to believe that he needed a s^rl on his s<iuad.
S. Why was that?
ecause X had told him that It waa not right to have boys guarding the gtrla'
bathrooms. You needed a tfrl to go b there because otherwise a boy would naive
to Interrupt a teacher's classroom to have a female teacher go into the bathroom
to, you knoWi control what was going on In there.
$6 at that point did he agree to let you be on the Honor Guard ?
6. And how long did you serve 6n the Honor Guard ?
For about four months.
?, What happened at the end of that four-month period?
was walking around the halls with my Honor Guard button on and it seems
that Mr» Sugar, who is the principal, and Mr. Baron, who is the head of the
boys* gym department, had seen me with the button on and they told Mr. Malln,
. who at the ome wa9 head of my sQuad, that he would have to dre me,
?. Did Mr. Malln tell you that?
ea.
?. Did he fire you for that reason?
ea .
So that you're not now on the Honor Guard any longer?
Sxcerpt^ of testimony of Pamela Chamey, Bronx High School of Science,
Twelfth Grade.
Q. Approkiinately how man)" girls are there in your school?
There are d,$00 studenta, and it's— well, they say there fa— no one ever tells
vou anything about admissions being different, but If you look at the old year^
books, It's approximately two-thlrds male and one4hird female,
Excerpt of testimony of Susan Horowitz, Bronx High School of Science, Elev-
enth Grade.
Q. Have you ever attempted to participate in the Stage Sc^uad program at
Bronx Science? *
Yes: X originally wished to Join the Stage Squad In the beginning of my
sophomore year, and 1 went— there was an ad in the Daily Bulletin, which is
posted every day In the home room, which advertises extracurricular openings,
and there was an ad for interested bovs to Join the Stage Squad.
Q. Is that what the ad said, interested boys?
Yes, interested boys to Join the Stage Squad, please come to such-and-such
room. And I wanted to be on the squad so I went, and the advisor of the Stage
Squad, Mr, Schlessel ... He said that the work only involved moving ia round
heavy chairs and things like that and that I couldn't do that.
Q, Do you. receive any sort of credit if you sen*e on the Stage Squad?
\es, You get service Credit, which is credited towards your credit total, which
is used If you want to Join Arista.
0* What is Ariata?
It*s ah honor society. It looks good on your record. It helps you get Into coltego
and things like that.
Q. After you were not permitted to Join that Stage Squad in your sophomore
year, what did you do then?
X sort of forget about about It. I Just assumed that I couldn't Join, and then
after that I was attending the Women's Lib Club, and we were discussing thtng^i,
like Stage Club and the Prince—
RIG
?. Kxctite me. Tho Wotueh'i Ub ptob, ti tbU ct^b lo tie
ei^ It*i a 8cbool-«aQ^U0Qe4 club. And wd dl9cu«k^ tbbo^ that^were In the
iioho^ that ism not to wome&i 0Ucii u tbe Staid Bquaa ana tb0 prince
feWdaadth^ Audio VfttiW i \ If \. . u
; la Aprlt 16^0, tAO Board of Udacatlon decided fiot to Ust Bmkm Technloai
ilish School as a ''boy*'* school la tho ca tologud, tHB PVBLIO HIQH SOHOOLS.
VhTs seoma to bara b^a a weak decMon to admit women to the acbool ^veh
though the chaogo waa not adeouately announced and the Board's^ OVTtOlkb
DIAUOTORY continueii to coll Brooklyn Technical a ' boya'' achool. Out of SidOO
»tudenU la Septmbet IVIO, ih\B ^'coodOcationaV^ school boasted 2 wometi stu«
dents. As lata as October 197& the foUowing letter was sent i
William H. Car Junior Hi^ 8chool« H;man Birnbaumi Principal:
^ OOTOBES 1070*
Deab PA&cz«TSvNew York CUt offers to wUfled bora of the eighth grade
the privllego of applying for adinisalon to Brooklun Technical High School This
school offers a special program of work geared towards the student who desires
to concentrate in the field of engineering, archlt^ture, or applied fidencei in the
future,
Applicants to the school mu^t successfully pasa the entrance e:|tamlnation,
Thia exam la given In January and the closing date for the receipt of appllcatlohs
will bo pec. 4i 1970. Ko child will be permitted to take the exam, unless he meets
the minimum requirements set by the school
In order to answer any questions that may arise concerning this school, Junior
High School 104 will hold a discussion group with the parents and guardians
of pupils who are eligible to apply and who are interested In Mvlng their sons
attend.
I shall meet with these parents on Monday. Oct. iOi lOTOi in the auditorium
of J.HJ. m (17th. Ave, andl5?th. St.) at one-thirty P.M.
Please keep the following points in mind t
(a) The Board of Education feels that tt Is unwise for a student to attend a
high school tb^t requires more than two hours of travel time per day, (One hour
to and one hour from school )«
(b) Students who are in the first year ot the two-year SP program are hot
eligible for the above school at this time. They may apply when they are in the
second year of this program.
Very truly yours,
BcsNARD M, Savsa.
344
lUni VOOATlOKAt TKCIiNCCAt COVRSKS FOB BoYd
Architectural Drafting & Duildlng
Construction* (Technical),
Automatic Heating MecUanlcsV
Auton^atlon Instnwnenttttlon* (Toch<
nlcal).
Automotive >fochnnlC8*.
Auto Body h Fender Repair.
Autotuotlve Machine Work.
Oaa Station Operation.
Aviation Mechanics**
BuHlnesa Education :
Accounting (Bookkeeping St Dusltiess
Tractlce).
Cotuputer Pata Processing.
Platrlbuttve Education (Merchan*
dUlngASatcM).
omce Machine Operating.
Recordkeeping & Clerical Practice.
Stenograph & Typewriting.
Clock A Watch Mechanics.
Commercial Art* :
Advertising Art.
Architectural Building Dealgn.
Cartooning.
Ceramics.
Costume Design A Illustration.
Fashion Illustration (Technical),
Illustration*
Industrial Design.
Modeling (Sculpture).
Photography
Sculpture' A Stone Carving.
Window Dlsplayt
Commercial Photography.
Commercial it Domestic Refrlgera-
Co^^etolpxy^ (Beauty Culture).
Dental LahorAtory Processing.
Electrical Installation * Practice*.
Klectrtclty* (Technical).
Electr<Snlcs* (Technical).
FttHhlon Industries*!
Fashion Merchandising.
Fur Garment Manufacturing,
Garment Machine Operation.
Men's Clothing Manufacturing.
Patternmaklng Design.
FlorUtry.
Food Trades* 5
Baking.
Cooking /Rnd Catering.
Meat Merchandising.
Foundary Work.
Halrdresslna.
Industrial Chemistry* (Technical).
lUHtrumont Technology* (TeciinlCttl)
.Tewelry Making.
Machine Shop Practice*.
Maritime Trades.
Mechanical Design & Construction*
(Technical).
Optical Mech<anlc8.
Plumbing.
Printing Trades*;
Book &Jotl Makeup.
Bookbinding.
Graphic Arts.
HandTypsettlng.
Ludlow Typesetting.
Machine Typesetting.
Offset Presswork.
Presswork,
Printing & Presswork.
Stonework (Printing).
Radio A TV Mechanics*.
Sheetmetal work.
Theatre Arts.
Upholstery. '
Wooilworklng Trades** •
Residential Carpentry.
C&blnetraaking.
Woodturntng St Patternmaklng.
Kquipment Repair Technology*.
(''Vocational and Technical Courses for Boys*' as printed above and **Voca»
ttonal and Technical Courses for Girls*' on the following page are the complete
listings given In the Public High Schools, New York City, ma-1971, A Guide
for Pupils and Parents, released by the Board of Education of the City of New
York,pp. lS-26.)
^Eotraoce eiamlnaUon required for admlsilOD.
346
Um$ i VocAtio;^ At and Tkchnlcal CouRBiia vob Oirls
llUfttneffXdticitloat Photography,
Accotintlof (Bookkeeping A BaglQeu Sculpturo A Stone Carving.
.Practice). , ^ , Window Display,
Computer Data Proceaalof , Conmiercial pliotograph.
DUtributlve Kductitlon (.uenJinnclUtng Cos'iuetolocy* <Iieauty Culture),
^ ASalea)/ JXMilal OffTcc^ Astjlstlng*.
hloctric Data Processing. Kaslilori maustrles:
Office Machine Operating. .Oannenl Machine Operating.
ttecordkc<m!ng A Clerical Practice. Special Oarniont Machine Oiieratlng.
Steuograpby A Typewrltliif . Trade Dressmaking.
Commercial Art*. Trade Millinery,
AdvertUlog Art, , . . _ Women a ^ Chlldren^a Garment Oner-
Archttciti^ral A Industrial Design. attni,*.
Cartdonlng. Plorl«try.
CVrattlcu. Interior Denim*
Costume Design A Illustration. Htnlth Careem (Medical omce Assist*
Fashion llhistratlon. ing),
JIhistmtlon, PraetUiil Nursing.
Jiulustrlal Design. lVe-Regl8tered Xurslng.
Modeling (SctJlpture)>i Theatro Artsj.
^KdtrADce eiAUlnatlon required tot sdmlsiloa,
**A woman needs what will make her a queen of the household and of stwlety,
while man neetls what will fit him for the harder, sterner duties of life, to
wlilch )adJc« should never he driven except In cases of exigency.
*'She tunnot afford to risk her health In acaulrlng a knowledge of the advanced
sciences, mathematics^ or philosophy for which she has no use. , . , Too many
women have already made Ihemselvea permanent invalids by an overstrain of
study at schools and colleges."— editors of a student newspaper, Agricultural
College of Pennsylvania, 1$80.
trrom the New Vork Tlme«, Mar. 14, 1071 J
Brooklyn- Hioh School Blcnds Class Work and Joss
(By Eleanor Blau)
Running into a truant ofllcer on the street one day hardly seemed like good
luck to Alexander Jennlng?^. But the officer asked him a strange questlou ;
would he like to go to high school every other week Instead of every day?
\oung Jennings was being Invited to participate In an experimental program
at Thomas Jefferson High Scliool in Brooklyn*s Kast Sew York section, In which
boys alternate between attending classes and working In Junior high school
cafeterias.
The qualifications are serious tnmncy and almost total scholastic failure* The
program represents a final attempt to keep the boys in school until they graduate,
"This is the first time these kids feel there's someone interested in them/'
explained Mrs. Dorothy Laufer, coordinator of the twoand-a-half-year-old
program.
. Many of the students in the program have arrest records. Some have been
thrown out of^thelr homes and are living In youth shelters. When thev suddenly
are offered a Job as well as an opportunity to graduate, it is as if someone told
them, for the first time, ^'1 have faith in you/' Mrs. I^ufer reported.
one boy In the program remarked recently : felt like something great. I
had money In my pocket that I didn't steal. I even gave my mother some."
Alexander Jennings, who is now 17 years old, Joined the program nearly two
years ago. He started going to high school as well, and he expects to be gradu-
ated next January.
Recalling his life before meeting the truant ofllcer— "I used to mess around,
stay home all the time, sleep**— he said j "I c|on*t know where I woud have been
now."
Young Jennings and most of the 67 other stnd^ntir in the program work dx
hours a day and cam $BM an hour. They clean tables, tcaih diihh Meep/loori
Qnd iomeUmes help cook.
346
For satlsfactor/ work performancep they receive ochool credit cqtklvoleQt to a
major subject. After a year, ther my receire a CMl Serrtco Job.
Daring the week« in which they go to claBa» the boys attend double pertoda
of Englls}), hi$tory and aclenco or matbematica, in a achool day that laati from
tj25 A.Mr to noon.
They are not re<)tiirM to take minor subjects, such aa art or mustCi although
the«e will bo re<iuired before graduation.
A few of the youths are not yet employed because there are not enough cafe-
teria Jobs available, so they have b^n attending the special classes every week.
OirU do not partkipate in the program h€cau$e the ca/e^eHa tcorfc i$ ttof corv-
tldercd iuitam /or ihm, Mrs. I^aufer said.
The general work and study concept t$ not new. Under the Cooperative Bdu*
cation Program, which was begun in 1015, some 7,000 high school Juniors and
seniors in the city are gaining experience in Jobs related to their school studies.
But the Thomas Jefferson program does not require related employment, Mrs.
I>aufer said. The valu^ of the Job experience is psychological, not practical.
Mrs. Laufer 6^\d the success of tne program \M amassed even Its sponsors.
Moat of the students, who formerly rarely went to class at all have nearly perfect
attendance records. Students who formerly failed every subject now are passing
three, four or even ave. And few are dropping out.
liA^t year, 47 of 58 who registered remained in the program. During the term
Just onde<l, 01 of 65 remained.
MrH. Bene Sherilne, director of the Bureau of Cooperative Education, who
helped set up the program, attributes the success in part to the warm personality
of Sirs. I^ufer.
As a youth parole worker remarked in a letter to Mrs. Sherlinci the boys feel
that in Mrs. Laufer they have ''someone concerned about, rather than outrage
at, their behavior and progress.'*
Another reason for the program*s success, Mrs. Sherllne said, is that some stu-
dents '1eam better outside the environment of the school.'^ Somehow, the work
experience makes classes more important to them.
It Is hopedi Mrs. Sherltne said that the boys will start thinking about what
subjects they ought to study to get a better Job after they ar^ graduated.
Fred Orant^ who is 17, wants to go to college and then get a Job that involves
traveling.
Alfonso Williams, also 17, has not made up his mind yet as to what kind of
Work he would like to do. But, he added; *1 knowj for ona thing, I don't want to
be a bum. I want to have some clothes and stuff."
Does he find school more interesting in the experimental programs
^'i wouldn't say that,*' Alfonso replied. *'But the teachers, they help you out
more. And lt*s better than goirtg to school every day.*' '
Women in U.S. Histoby Hmh SOHoot Textbooks
(By Janice Law Trecker)
''Should the Ku Klux Klan receive reams of documentary material (in text*
books) and woman suffrage none? . « . Is Henry Demarest Lloyd more important
than Carrie Chapman Catt? Are the lengths of skirts significant enough to dwarf
other information about women?'* These and other questions are asked-^and an-,
swered— by Janl^ Law Trecker, who has taught Knglish at L. P. Wilson Junior
High School In Windsor, Connecticut, and reviewed films for the West Hartford
N'ewfi. Her analysis is a share protest against treating women as ^'supplemen-
tary material."
Early in our history, enterprising groups of English gentlemen attempted to
found all-male colonies. The attempts were failures, but the idea of a society
without women appears to have held extraordinary appeal for the descendants of
thoso early colonists. Throughout our hlstoryf groups of intrepid males have
struck off into the wilderness to live in bachelor Colonies free from ctvUization
and domostidty.
The closing of the frontier and the presence, even from the earliest days, of
e<iually Intrepid females ended these dreams of masculine tranquility. Yet, the
hopeful colonists may have had their revenge. If women have had their share
in every stage of our history, exactly what they did and who they were remains
obscure. Ask most high school studenta who Jane Addams, Ida Tarbell, or Susan
ERJC
J lark Mit Aell^ Pro^^ and <ic^>rSi p^otMrg W^^^
from tiome blatorlah^a version
^Tmi ^^^-^^ ^^^^^ ^^^^ MM
tba caie. uUtory
Ififfllofe p^^^ terumeW oFtFe ^ ibe story
of put p4itt la a pPtenl means of trawmltung euUu^al (m^geji m etf reoypes,
One m iwarcely doubt the Impact of tlstory upPn the ipunl tli the face bt re-
cent mfnorltygrpnpa^agi^tlon for mow ; ^ - .
^ MlnorJty groups are perhaps not the only ones with a cotoplaint igalnst the
blstprians abd the schootsi nor are they the only ones to ahow the effects of
s(ei*otypes, Consider the most recent reports of the President's CPtaWsslon on
the Status <>1 Women, According to the iOftfl report of the Cowmlsslon, American
Women. Jn the fall pf iWd only 40% of entering coUege freshmen were women,
/m iag in female wrUclpatlou in higher education Js even more Miceable at the
graduate level StaUstlca from the Commission's 1008 report indicated thi^t women
earned only X In $ of the BJ^. degrees and M,A» degrees granted and only 1 In 10
of the doctorates. It Is seldom noted that this represents a percentage decline
from the IWVs when women received 8 in (5 B,A, degrees and M, A; degrees, and
t in T th.p. degrees. The loss of potential talent this represente Is clear from
the Comu^lsston^i information that among the top 10% of pur high school seniors,
there are twice as many girjs as boys with no college plans.
Able girls are npt enterlug 8ctei>ce and mathematics in any %reat numberj and,
according to the Conant Beport, they fail to take courses and programs com-
mensurate with their ablllttes. There seems to be a clear need for an examination
of the factors which permit the loss of considerable amounts of female talent.
The Education Committee of the President's Commlsalon on the Status of
Women was concerned about tMs loss, noting that: I4OW aspirations pf girls are
the result of complex and subtle forces. They are expressed in many ways— even
high achievement— but accompanied by docility, pa$sivityj pr apathy, lie high
motivation found in the early school years often fades into a loss of commit^
ment and interest, other than }q th^ prospect of early marriage.
The Committee found some of the reasons for this loss Of motivation are the
stereotypes of women in our culture and in the lingering ideae Pf female
inferiority,
, l^Mucators should be aware that the school is one of the means by ^hlch the
stereotypes of women and their capeciUes are transmitted. As oi^e of the main
cultural forces in the society, the school shares a responsibility for the dlmU^fshed
aspirations of ita female students. Looking at the boeitfon oif wotnen in our society,
one would have to be very sanguine to say that the education of Am^oan girls
needs np linprovement Something is wrong when women are concentrated In a
relatively few» lower-paid positions; when there are few women represented in
the upper levels of government and industry i and when the symptoms of dtscon-
teitt and frustration are all too clearly manifesting themselves among militant
young women. ; -
Soiuetbing Is Indeed wrong, and educators should begin a rigorous Investigation
of their progtama and practices in order to discover if they are reinforcing the
Cultural pressures which cliscPurage talented girls.
ANALYStS OP mOH SCHOOL TiCXTBOOKS
A reasonable piace to stArt, considering the admitted obscurity of most women
irt American history, is the United States histo/y text Are the stereotypes which
limit girls' aspirations present in hi^h school history texts?
The answer is p^i. Despite some promii^ng attempts to supplement the scant
amount of information devoted to women in American history texts, most works
t\t^ mtr^d by sins of omission and commissldn. Texts omit txiitny v^om^n ot
importance, while simultaneously minimlxing the 1^1, social, and cultural dlSi
abilities which they faced. The authors tend to depict wpmen in ^ p^sslvp role
and to stress that their lives are determined by economic an4 Political trends.
^S'omen are rarely shown fightihg for anything ; their rights have been ^'glven'* to
them.- ■ ' ^V" ": ' ' ' "\
848
refprm taov^oie&tip QbollUoOi iabor-^ore^ft in which therd word articulate and
dlisc^lOQ. ei(ample, while My a few women could poeslUj be included in
dlwuiiloM ot diplomacy or military taclici, the omiwion of dance, mm, and
theater In dtacuesiona of tntellootual and culttiral life assuree the omt^ion of
waay of Araerl<?a'« moet creative lndlvid«alf.
Women*a trn6 poeltlon in eorfety la abown in more etJbtie ways aii well While
every text eicamfoed Included some mention of the "high poeltlon" enjoyed by
American womeUi this is lUtte more than a disclaimer. Whenever po8albl6» qu«
(horfl select male leadera. and quote from male apoicesmen. fiven to dfscusslons of
refon^ movements, abolition, lab«r-^ateas ih which there war.) atilcuiate nnd
able jvomefli leaderihH>niy men are ever mioted. Even such toptca as th«f life of
• frontier women Is told through th^ reminiscences of men, When they are In*
clmlc<l, profllcii and capaule biogr^nhlee of wometi are ofteii lntrodiice<l in
aepnrate sections, apart from the body of the text While Ibis may slmbSy be a
consequence Of attempU to update the text without reaettlnt the book, it tends
to reinforce the Idea that women of note are, after all, optional and anpplmeni
tarf/ Interestingly enough, the Increase In the amount of space devoted to Qlack
history has not made room for the black woman. In these texts Black history fol-
lows the white pattern, and minlmlMS or omits the achievements of the black
woman. Uko the white woman, she Is either omitted outright^ or is minimised
by the topics selected.
Theao nRserJlons ate based tipon the examination of ovet* a d^^^n of th^ tnost
popular tolled State* history textbook^. Moit were first coiyrlghted in the
sUtlds, although several hold cc^yrlghts as far beck a^ the early AW^ and one
text is cor^yrighted back to IWT. Included are the following :
BaldwfO, Leland D.^nd Warring, Mary» History f>f Our Itepubllc. Princeton^
n. Van^*o$trandOo.,Inc.;l005. *
Bragdon, Henry Vv. and McCutchen, Samuel P. History of a Free Peoi^e, New
York, Th<> Jl^cmlllan Company* a005.
Brown, Blchard 0.| Lank, WiUiam O.j and Wheeler, Maty A. The Aiaeriean
Achtei^ement Kewjer^y, Silver Burdett Company, 1006.
Canrteld, Lebri H. and Wilder, Howard B. Th6 Maklfig of Modern America.
Boston, Houghton Mifflin Oompanyi 1004.
l\ost, James A. s Brown, Baiph Adams j Eilis, David M. ; and Fink, William B.
A History of the United States. Chicago, Follett Educational Corporation, 1008,
Or^ff, Henry a and Krout, John A. The Adventure of the American People,
Chicago, Rand McNally, 1050. ^
^Hqfit^ter, Richard | Miller, William j and Aaron, Daniel.. The United States--^
The tti^loi^ of a RepubUc, Kngle^vobd OllCfA JPretiHce Hall, inc;, lOW,
Kowtislarj Allan 0. and Friwie, t)6na!d B. DIsootertng American History^ 2
Vol9.,kewtorkHoU.RInebartAWlri«oc ^ .
Koy0«» N. M. and Harloiv, Ralph Volney. Story Of America. New York, Holdt,
Binehart A; Winston, 10^. '
Todd. I>wls Paul and Oitrtl, Merle. Rise of the American Nation •(! Vol. A 2
Vol. editions) New York, Harcourt, Brace A Worid, 1066. 2 Vol. edition includes
selected readings
WUllams, T. Harry and Wolf, Hawl 0. Our American Nation. Ohio, Charlea E.
Merrill Books, Inc., lOCd.
COIXEOtlONe Of DOCUMENta
Hofstader* Richard, Oreat Issues in American Hlrtory, i Vols,, New York,
Vintage, 1058.
Meyers, Marvin : Kern, Alestander i and CatveUi, John 0. Sonrcea of the Amer-
ican Repitbllc. 2 Vols., Chicago, Scott, Pore^sman A Company, i&et:
All entries Indexed under "Women" were examined and various other Sections
and topics where information about women might reasonably be expected were
examined. Particular attention wa$ paid to women In colonial and revolutionary
tlmea, education, the women's right movement and suffrage, reform movements,
nboUtlon, the Civil War, labor, frontier life, the Worid Wars, family patterns,
the present i^oaltlon of women, and all sections on intellectual and cultural trends.
The resulting picture is a depreaslDg one.
. Baised on the Information in these commonly-used high school texts, one might
aummarise the history and contributions of the American woman as follows r
Women arrived in IdiO (a curious choice if meant to be their first acquaintance
with the new worid). They held the Seneca Falls Convention on Women's
Bights in lS4d. During the rest of the nineteenth century, they participated in
ERIC
mtm hm moSH the g«o4 M
_^^^,Hiu4Y\yftviMv nviu^a ifVbo are iQvarUbly ixieiiUouMt Harriot Be^b^r
8towe^ Jj^iie iadaj^^^^ attdVraiiceft Perk na/lvltK perMMKi
B. Anthonx, » iMbetb Cftdjr Stentpn and, almost fr^quemiy.^arry^K;
bare ftdj4U«te wcUoni or information oh ono toi/ic perbapa two, bW 3
exawlaaUoji of the Information presented reml« a curious pattern of inclusions
atid »egwts» a pattern which presents the stereotiped picture of the American
wotnaa-^passlve, Incapable of sustained organisation or work, eatUfied with her
role In society, and wen supplied with material blessing*, %, ^ ^ ^
^ere ts little Information avaUable In mojt texts concerning the colonial
wtoan, or on herdaughteri and granddaughters In the revolutionary and early
federal periods, The amount of Informatron ranges from one textlook'a two
jjaragraphs on \vomen*s legal and social position to another textbookV total
absence of anything even remotely pertaining to wom^n during the early years
of American history. Most texts fall l« between. Home attenfica Is commonly
l?^'?***J.^^f.l^^ .^i^^^'^^t^ Inherited from Kngllsh law, although on^ teSk
Umlts Itself to •Hpbftcco brldes'Vand a note about William Penn^s wife. Usually/
It S said about the conflcquences of the social, political, and legal disabilities
of the colonial womsn, although the sharp limitations of the nineteenth century
and the eatploltatlon of the worklngclaw women In the early industrial age
were a direct result of woman's lack of political Influence and her gradual
exclusion from ^'professional'* and skilled Jobs, The texts are especially sensitive
to the problem of religious and clerical prejudices against wpmen, The. Ion*
opposition of most American religious groups to women's right is almost never
suggested.
The perfunctory notice taken of women^s education in the early period la dis-
cussed below. It should be noted, howeveri that few texts take any note of sec-
wonfen ^^^^^ In women's education or In other aspects of the poslUoi^ of
Although a number of texts mention the high regard in which the colonial
woman was held, few are named and only one gives much Information about
the amount of work done outside the home by colonial women. Women men-
Honed are Pocahontas and Anne Hutchinson. Sections, on Pocahontas teud to
fovor discussion of such questions as **Dld Pocahontas really save John Smith?",
rather than on any information about her life or the lives of other Indian
women. Anne Hutchinson is almost always subordinated to Roger Williams,
In one book, for example, she Is described as another exile from Massachusetts.
In more generous texts, she may receive as much as a short paragraph.
In^ general, Jhe treatment of the early periotts In American history stresses
the fact that the America of the colonies, and early republic, Was a ^'man's
world." The authors Wax eloquent over the "new breed of men/' Any doubt that
this might be merely Ungnlstic convention Is soon removed. The cotontal farmer
is credited with producing his own food, flax, and wool, In addition to.preparlng
lumber for his buildings and leather goods for himself and hl» family. What the
colonial farmer's wife (or the female colonial farmer) was doing all this time
is not revealed, although plenty of Information exists. Such passages aiRO con-
v^y the unmlutakable impression that all the early planters, farmers, and pro-
prietors were male,
^ Rducation is important In consideration of the position of women because, slb
Julia Cherry Spruill points out In Women'* Life and Wor)te in the Bouiflcm
Cotonk9, lack of opportunities for education finally mU6 women'a employment
in a Variety or areas as technology a.nd science in'^lc uut 'V^'^^fesslonV' of such
occupations as medicine, in the early days, women, a^^plte sttlngeht legal
re$trlcti6h^ parllclpated In almost all activities save government, the ministry
of meet rellglpns, and law (although the number who sued and brought court
caSvS Is notable J . ^
iLi/K!i^V*' ^5i^^^^^ education of girls and women, Jfc
is limttM to a bland note that *\ , , girls were not admitted to college*' or *^Mosl
Americans thought it unnecessary or even dangerous to educate women/' These
statements are presented without explanation. A mention of the exUtence of the
damo schools completes the information on women and education. , ;
350
After th« colonlal-wvoluUonory period, it it rare «or mow than P«rf
to bo d«?oted to the Mtlre (JevelopBent ef «««««iyon 'or Wo»en. p£te^^
th« early educator* ar« ueutlooed by ttame. The (acts that women Jltert\liy
foMht Selr way lato college" and univertltle*. that their admlwlon followed
aftfatlon by determined would-be atndent*. and that they were treated m
Mrrlebt to male atudent* even M iuch pioneering ln«tltutlon» a» Oberlln, ore
alwaya abaent. The ilmple statement that they were admitted sufflcefl.
8tclton» w riohtt oni rcfomt
The most Information about women appenrs In two sections, those on women'*
rtghta and sufTrage and g«neral sections on reform, let a full page on euffmg©
and women's rights la a rarity and most texts give the whole »novemeir»t appro^^^^
mately three paragraphs. Tho better texts Include something on the legal dU-
abilities which persisted Into the nineteenth centunr. ThMO scotlons are some-
tlraes good, but always brief. Most of them end thefr wnrideratlon of the legal
position of women with the granting of suffrage, and there Is no dlscnsslpn of the
Imiillcatlons of the recent Civil UIghts legislation which removed sotne of th«
IncJjultles in employment, nor Is there more than a hint that inequities remained
even after the nineteenth am«ndmtnt was passed. ^ _ ^ ei».»,f
readers most commonly noted are Susan B. Anthony, Elisabeth Cad/ Stanton,
arid tucretla Mott. Aside from passage of the nineteenth amendment, the only
«vent noted (s the Seneca Falls Convention of 18(«. Even lew wee l» devoted
to the later uutfrage movement. Atina Howard Shaw Is sddom men«on?d and
«ven C«rrie Chapman Catt Is not asaored of « piece. The sr«»t«ni l«sders like
Abigail IMinlway are usually absent as art* the mow radical and lallltan si f.
fragettes. the members of the Women's Party. Alice Paul, leader of t^if mllltaute,
ta"Serb?SWtoo surprising, as the tendetjcy In most tMta « to con-
centrate on the handicaps women faced and to minimi w their *pOTt«/n
behaVf. One textbook, which dutlfolly lists Seneca Palls, Stanton, Mottr WrlgW
jGTthony, Stone, an? Bloomer, tells very I ttle nbont what they did not ng "the
dSd for the right to vote made little headway, but the 8Ute8mdual)yT)egan
irant them^ more legal rights." Tho text mention* that by JOOO most discrim-
inatory llBtWwafottft^^ and describes the post of
thS'Soverient in theso terms: "the womeij's rights movement Watlnucd under
the teftdersh p of the same group M before the war and raet wltMou? dfrftble
«tt«^» Later two lines on suffrage and a picture of a groopof «t|*M«ttes com-
KThe stow. I/est this be considered the most glaring «2,mpl« ^ j»n-
ffi textS deVotes two lines, one In each volume, to suffrag*. twnfloulng In
vSwroe onnhat women were denied the right to vote fjnd rett»i«(ilg to th^s taric
fHSnme two with one Hne on the nineteenth amendment Ini tho »*ddle of a
ivnowinf the twenties. This book actually Includes mor« Information On the
|«K of women's skirts than on all the agitation for civil «nd polltfci^l righto
%n>«Texta show a similar lack of enthusiasm for the Wndred year* oTwork
-that went iSo the nlnteentb amendment One Pl«««
Section on the ettectt of the progrepslve movement Catt, Mthony, and SUnton
ire mentioned In a line or two. while whole columns of text are devoted to Henry
'^^ZATA'S^ml^i^ery curious .ense of priorities at work even ,
In textWka which give commendable amounts of Information. One book uses up
a whole column on the Gibson air!, describing her OS) i . j i!
"Completely feminine, and It was clear thafshe could not, or would not. defeat
her male companion at polf or tennis. In the event of a motoring emergency, she
would oulcklv call upon his superior knowledge. .. .'^ ,
The goes on to point out that this "trnnsltlonal figure" was politically
.mlnforWond devoted to her traditional role. One wou d almost prefer to learn
buttle more about the lives of those other "transitional flgures," the feminists,
yet there almost no mention of their lives, their work, or thdr writings. . ;
Only one text (luotes any of the women's rights workers. U includes a^ShOrt
naraK '«>m {he declal-fltlon of the Seneca Falls Convention. The absence
In other texts of quotes and of documentary material Is all the more striking,
Plnce a number of (he leaders were known as fine orators and pifopflgandlsts.
Books of source materials, and Inquiry method texts, are no exception i none of
those examined considers woman suffnige worthy of a Blngle document. One bpoK
U «c«ptlonal In Including one selection, by Margaret i^llIer, on the topic of
^women's rights.
;rjc
'' The Htomm And libolDtoiiUti m illghtly more fortunate iHn the ^mt^iUtir
TbH^ tvomen^Are aluioit mtaltt of appcArlim in bUton^ tei(t% lUrHet B^ber
Stowe, Jiifid Addami/and I>protfaoa plxrAdJamd $nd mm are umportbe few
women i\^oted lA either eotirce books or retruiAr terete findi along m\h tfa^ ipu^k^
raking JoumaJItt Ida Yarbeii, thejf ar^ the only womeh whoie writincit are nti
ularly exoerttted. Addama and i>l% are uluaUj^ gMxk at leait one <^ompiete para«
grai»{i, t)erb|pa more, Theie aro aomoHmea admirably |Dfoi:toattte at in i^rtalo
eectlona oavU. Other reformen, tnclwdUig the *^omen aboUttonUts, both Wt(^
aad btAck, are teei fort\it)ate. The ploneerrag Onmke alitera may rate a lM i>t
two, but ju»t ai often thetr only recognition comee becaui^ Ang^jlna eventvln)1jr
became Mn. mieodore Weldt :^one of the female abouUonl«u, despite thi^Vr con<
tcmi>oraiy reputalio&s as speakerf, ii ever^quoted. Interest Black btet0ry.haa
not made room for more than the brlefeet metiUon of Jlafrle^ Tubman, who^o
0(tll War wrvlces are deleted* Sojo^iraer Trutt^ and thf other biflck lectur^w;
Women JournaUets are given eren less notice than the; ^arly loctnV^ra.. Tiiib
women who ran or contr|l>nted to ncwspapersi per}o<l(cal0i or ispeciatleed Jouimalii
and imperg for abolition, women*8 rlgbtti, or general refo^n) are rareljr iuiplude4«
The reform aectlona of these high school tenets freqiiently show ^be same
kind of capricloi^snesa tiiat **\ Bcctlons on the tw^ehtlca a^gna more stx^ce to the
flapper than to the auffrogette. In dtscu^^tonn on refdr)n fpovementa, they idve
more prominence to Carry Kntlon than to other more afiloua, ^not to s^^y mo>^
atabie, reformera. The treatment of temperntic^ ja further m$m4>y a f<>nMre
to put women'a eauouaal of temperance in t)erfiipectlve. Mttle nitm la! placet w
the conse<|uencea for the family Of ah alcoholic tn the daya when dtv6r^.i^;(i^
rarer when cuatody of children went to their father, oud when working w^men
were deaplaed. Nor is there mucli mention of the aerlouanesa 6f the problem or
aleohMlsm, particularly tn the ixhtt^Clvll war period*
The moat glaring omission, considering Km Impact on women and on aocfety,
is the absence of a single word on the development of hlrth control and the atory
Of the aght for Its accepfanci* by Margaret Sanger and a group of conrageoua
physicians. The anthor»' alm<wt Victorian delicacy In the face of the matter
probably wema from the frict that birth control la ntlU controversial Yet feAr of
controversy doea not aeem n Batlsfnctory excuse. The population ex^otiloh,
poverty, UlegUlmacy-^All are major problems today. Birth control ia InejctHcablf
tied Up t^tth them aa well na with disease, abortion; child ubUse, and famlljr
problems of every kind. Considering the revolution in the lives of women which
>afe methoda of contraception have caused, and the aodal, cultural and political
implications of that revolution, it appears that one important fact of the reform
movement is being neglected.
A second, largely neglecte<1 area la the whole nneatlon of woman's work and
her part In the early labor movement. Althottgh the American woman ahd her
children were the Inalnstays of maiiy of the early Industrtea, for a variety of
aoclal and pOiUlcal reaKona >he received low wages and atatus and was virtually
cut off from any hopes of advancement* The educational limitations that gradti'
ally forced her out of a number of occwpatlona which she had held In prelndua*
trial daya combined with prejudice to keep her In the lowest paid work* Whether
single, married, or widowed/whether she worked for ''pin money" Or to support
sU children, she received about half as much as a man doing ihe same or com*
parable work.
Obviously under these conditions, women had exceptional dlfllcuUtea In orga-
nizing. Among them were the dual burden of househola responsibllttlea and work,
their lack of funds, arid in aome cases their lack of control over their own earn^
tnga, atid the oppoeitlon of tnale workers and of most of the unions.
Despite these special circumstances, very little attention is paid to the plight
of the woman worker or of her admittedly uhsiable labor organiaatlona. fnforma*
Hon on the early labor leaders (a especially scanty ; one textbook la unique with
Uablctfraphical information on Bdse Schnelderman. Oh the whole, the labor story
Is llmrted to the Irttrodfuctlon of women workers Into the tejrtile mlUa in the
la^K^'a. a C^pUot) In one book so concisely puts it, "Women and children,
more manag^ble, replaced then at the machines/' Others note the e^ttremcly lotv
pay of women and children, one tett calling women *'ara6hg the moat exploited
352
j^orherd in Amerlod/' Anything )lke n complete discussion of the tmotn which
toil to those conditions^ or ev^n a cloar ptcturo of >vhat \n mmi to be ^'among
tho most t xploltcd/M9 not found In the text9.
BovorAl things About women and labor are Included. Lowell mills receive a
ihorti usualtf compltmentary, description, OThe fact that the KniRhts of lifltor
ftdmUtcd woitieu U presented. Ttiero then follows a hiatus until minimum wa|e
nod ^aklmum hoar standards for women workers are dt8caMe<l. The modem
ImpUcatlons of this "protective legislation*' is an area seldom exjplored,
^ Despite the fact that abundant source material exists^ the sections on )abor
follow th^ familiar pattern i little space Is devoted to women workers, few women
are mentioned by name, and fewer still are quoted. Most texts content themselves
with no more than three entries of a few lines each.
The absence of information on the lives of women on the frontier farms and
settlements is less surprising. In the treatment of pioneer settlements from the
colonial era on, most texts declare the frontier J'a man's world." This is empha-
sised bv the importance the authora place on descriptions atid histories of such
masculine tools as the Pt^nnsylvanla rifle and the ax, the 6lx-shooter» and the
pralile-brenker plow* One textbook is perhaps the most enthralled with these in*
strumeijts, devoHrtfr Are pages to the storf of the six-shooter, Scarcely Are »ne«
tfl spent Ati the llfrof the frohtier woman in this text, and most Other works are
also reliant about the pioneer woman.
Orilv <'man*s work*' on the frontier Is really considered worthy of description,
This is pntU^ularly puwllng, since there was little distinction In employment,
and marriage was a partnership with lots of hard work done by each of the
t^artners. Oii pioneer farms, typical "woman's work" incldd^d, in addition to all
the houseworki the care of poultry; the dalry^-lncludlng milking^ feeding, tend*
\m: to the colivSi and making butter and cheese] tho care of any other barnyard
ammalsi tl|e ''kitchen'* or vegetable garden j and such chores as sewlnif. mend-
ing, making candles and soap/feeding the hired hands, arid irorking in the fields (t
necessary,
Considering these chores. It is hard to see why discussions of pioneer farming
content themselves with descriptions of the farmer*s stmggles to plow, plant,
and harvest^ The treatments of the frontier period aUo omit mention of the
women who homosteaded and claimed property without the . hdp of a male
partner,; According to. Robert % Smuts in Women ani Work in Afiurha, tt»w^
were thousands of such, women. Information about the women oh thct frontier
tends either to short descriptions of the miseries of life on the great |>latns
frenuently <|uoted from. Hamlin Oariand or to unspeclflc encomiums on the
Virtues of the pioneer woman* One text states 1
[The women] turned the wilderness into homesteadw, planted flowers ahd put
curtalnft \n the> windows. It was usually the mothers and school teachers wb^
transmitted to the next generation thi^ heritage of the past.
The releitlonRhlp Utween women*s exertions on the frontier and their enlarif(^
civtt and poHdcal liberties In the Western states and territories 1$ often
noticed. Their agitation for these increased privileges )s generally nnt^entloned.
With little )Mi1d about women's life In general, It is not surprlsini that few
are mentioned by name, Sacajawea, the Indian guide and Interpreter of the
I^wis and Clark expedition, shares with Dlx* Stowe, f^nd Addams, one of
the few solid posllions in United States history texts. Occasionally the eariy
missionaries to Oregon territory* like Xerisj^a Whitman and Bllz^ Spauldlngi
aro inclndcd and one book even adds a "profile*' of Xerlsi^fa Whitman, Most
liowever, only mention the mole mlf^slonaries, or Include the fact that they
arrived with their wives.
U Ch n War period
Like the frontier experience, the Civil War forced women from all social
f*trata Into new tasks and occupations, Tn Hornet Brigadrfi, a volume In the
Impact 0/ 1U 0(vn War Scries, Mary Kllzabeth Ma<5scy quotes Clara Barton*s
remark that the war advanced the position of Women bv some fifty years. Great
numbers of women dislocated by the war were forced Into paid employment.
The war saw the entry of women into government service, into nurslnor, and
Into the multitude of organizations def?l(?ned to ralfie money and ftupplies for the
armies, to make clothing, blankets, and bandages. The result of this a<;tlvity
WAS not only to force Individual w^omen Outside of their accustomed roles, hiit
to provide the experience In brjjanlssallon which was to prove valitabte for later
suffrage and refrom movements. The war helped a number of wotnen escape
from the ideas of gentility which were robbing women in the Edist of much of
tholr tradmonal 1^^^ of 4lt claftWi itxto m
'*nm'$ yoria," in miim t6 tw few wota^n wb6 ierv^d ioWliefft tv9me4
. fippHm In the cumN a* nursek. cooki, Uundn^ed. adventuretet the)r lerved
lu Ibe fleld a$ ap)e«, scpue^r $abot^Ur«, asd gulden mf worked io the ^^pltU*
A.Vtbe ^'toT^rtiment gtrli'wtho flnt fctpMe cteiks, b^okkeeper^i and «e<?retatlee.
Women ^opened hoipUali, iel up canteetis, aind developed , the flrtt prfmlHre
forms of what we know as USO cluba and servJcea. After the war, tbey served
ak MiUfion claim agenta, worked to tehabUitate aoldiere, tausbt liTtbe freed'
m(in> acboola, entered refugee work, or tried to find mUding lotdteN and
aotdtera^ gravea.
, Of alttheae acttTltlea, women'i entrjr into nuraJng 1^ the otAy one regularly
noticed tn the texti. The Impact of the war upon women, and upon the fatnlljr
Rtructure, ta barely mentioned, although a few texta indudo a j^ragtaph or two
on the hardships which women faced during the conflict. Wie onfy Women
mentioned by name are Olaro Barton and Dorothea DiXj who held the position
o( superintendent of women nurses. Other women, like Mary Dlckerdyke, who
was known both for her efforts during the war and for he? work for needy
veterans afterwards^ are omitted. No other women» black or white* are namedi
nor is there any information on the variety of Jobs they held. The special
problems Of black women In the post-war period rarely get more Uian a line,
and the efforta by black women to set up schools and self-help agencies are
omitted,
Sy Th0 hco World W<iri
While women In the Civil War era received little attention, eVen less Is given
to them during the two World Wars, In both cases, their wartime aerrl^ Is
glowingly praised, but few details are preaented. At least half of the texts
examined make no note at. all of women'a v^artime activities during the hat
World Wart tn a number of others, the atory of women*8 entry lnt6 what Were
formerly labeled **men*8 Jobe^* is dealt with in a captioned picture/
As far as aoclal change between the wars^ a number of texts devote Several
(paragraphs to the 'liberation of women'' and to their changing statics. In one
textbook there are four, paragraphs devoted to these liberated Tadle^the ^niy
two mentioned being Irene Castle and Alice Roosevelt, Like othpr texts, this
one devotes a considerable amount of space to fashions and flappers and to the
social alarm which they occasioned. , :
There is little about the later stages of the rights' tnovement» althouish two
textbooks note the relationship between women*s wartime fietvlce and the In-
creasing willingness of the.natton to grant rights and privileges to women. One
lljMlts itself to three sentences, noting women's work 'in' fa^jtorles and fleW
and their efforts behind the lines overseas. ''Woo^et^'s reward for war service
was the Nineteenth Amendment whlcii gt^nted them the frpchlse oft the ete
of the 1 WO election/' Beaders might wish for greiter Mah^ritlon/
The period from the depression to the present day receives the same laconic
treatment In the texts. The one. women sure of notice l)fj thla period U Frances
Perkins, Roosevelt^s Secretary of Labor, She receive at least a line in tnost
texts and some devote special sections to her. Frances Perkins appears to be
^^showcaee" womcni for no other American woman is regularly mentioned^
this Includes Eleanor Roosevelt, who is omitted from a surprising number of
texts and who Is mentioned as HooseveU^s w^ife {n quite a few more.
The World War II era marked the beginning of the Women's j^lilitary Corps,
This fact is invariably m^ntlonedi usually Mtb a captioned picture as an accom*
panlment, As in World War I, women entered factories, muciitjons plants, and
"men's Job" In great numbers. This development rarely gels more than a para-
graph and tho differences between the experience In WOrld War I and the l<)nger
exposure to new jobs In World War 11 are seldom elucidated. The Impact of the
war on women and apeciflc Information about the variety of Jobs they held is
sketchy or nonexistent, / . - / ; ,
Information on women In the post-war era atid in the present dky Is haroly
more abundant. The history texts definltel^r give the Impression that the i)a$$a'g6
of the nineteenth amendment solved all the problems created by the ti^ditlonal
social, legal, and political position of women. Contemporary Ir^formatlon on dis-
crimination is conspicuously absent, The texts ai^ silfnt oh cji^rehij^
lenges to such practices as discriminatory hiring and promotion ana cowpanle^*
failures to comply with e<jual pay legislation. They do not take account of agitd^
tlon to change law^ and customs which weigh more heavily on women than on
men. There Is nothing about recent changes in jury aeiectioni hitherto biased
0 - ■
m
UgalAne ^vom^n Ju^ow. 6r ntom of dtflcrlmlnatory prftctlc«.« In cHmlnal nett*
Ut\^$\ ihm Is no InfoYiii&tloh on tb« coAptex problems of equKftbld dlyorco nnd
Ipii^dinnsbt^^ ikOj^ on the t#n{;l^ probUtn of s^pdtato domicile for tiiftrrUd
A number of texts do, howeveh ptovlde good Information on changes in the
sti'Ucturo of the tmuy* or provide helpful Informnilon oh gc^jiorn) social and
political changes, the Improitslon, insofar as these sections deal dtrectljr with
AmeHcan WoMen in a rosy picture of the afflnence and opportunities enjo^eA
h9 women. Uanj books note the Increasing nnmbers of women employed In the
learned protes8rons, but never the percentage decline in their numbers. While
women undoubtedly enjoy more mhtl; opportunities, aud freedoin^s than in
Mtiy pr^vlour etias, the tests give in etcesslvely complacent pictuife of A com*
|>lex and rapl^lf ch^nglni s^^
A flriargllmpse of the position of the American woman mat be gained from
sections deMing with Intellectual and cultural trends ahd <!icnlevements. Since
most texts extol the role of women In preserving culture and in supporting the
atts, one migM 4tpeci women to b4 weU*representM In discussions of the arts
in AmeHc^ii. A number of factors, however, operate against tb^ inclusion of
creative women. The first, and one which deprives cr^tive men of notice
as wel(^ Is the extreme auperdclaUty of moit of these discussions. Intellectual and
cultural life In America Is Umited to the mention of a few. novelists and poets,
with an occasional musician or nlaywrlght. Only ^ f ew individuals In ^ach cate*
gory are evei* m^ntlbn^, and the prefereh^ for male examples and ipokesmen,
ftotiCeaWeJh iH.Othfe^ topii^, i^ evidifnt herfe' as \^-elY Irt lildivlduM textlJ. this
leads t<) >uch giHrih^ pinissiohl as £^mllv Dicklnsi)n 6nd>fargaret Fuller, to \^
falr.JhH tiit ftiltfbf ©^oHh# Mls^ Dlfkliisoh appeitK to feel thM Joho Or^n-
leAf Wbutlei was oiie of our inr^t^t |)oets, y^t ignorahc^ 6f Am^tlcan poetry is
hardly an ac^epUblee^m^^^ : ; . / ' .
Dlckinsoh MA fqller. howeVer, M m^tig the small fortuhate drcU Including
ItdYrlet fie^her bowe^ Wllla Qather, aM Margaret Mitchell who are nsually
iiaiaed The i^rindpleg governtnir the<^ ^ectldn afid d^t^irik thf omis^ldn of
ottier tifrttew like WhaHojn, mm 0Us|6*i iS^dOHi Weltf . aud Pe&rlBuck
are never explained, Apparenty their ptemc^ 6t at^tm w deti&rmlned hJ' the
same caprice which decrees sidna St vinceht MiTifty th^ only m^d^m female
Only a bandlul of texts dis^M>il,nters and J^cuiptorth but of those th^t do
make aonie efltojrt toinclude vlstial arts, only ohe fe^foduces a painting by Mary
Oimtt; Qeorgiit O^e^ffe is alsO |^p)^ent^ tti thirf^t. Oth^r texts. ^V^n ^heh
lndudtng(^saatrs fellow e^tbatrlatei; EMr^ht «nd WhlMtor, 6mlt he^ftU exciu-
si6n iheipil#!e oii grounds of QMftUty^ popul^rityi or ri^|ireientati(>h In Ameri<»((h
collections. dohtempSrai^att is totally U^^m aftd everything Jnfte* the Ashcan
fichoo) UMft In Hitbo; Tblf pmitii mahy painters of qu^my and (nfltienc^, in^
eluding the many women who h>v^ Entered the arti ift the twentieth <^ntury.
More seriot^ than the sketchv treatmeht given 16 th^ ^rts covered by the text9
is the omission of arts in which women were domlfaftht^or In which th^^ pUyed
a in^jor psrt. Dance Is never given i^s much as a lln^; This leaves out the Amerj-
cArt ballerinas, and, eVen more important it neglects the development of mod-
ern dance— & development due to the talents of a h|indfui of American women
like Isadora Duncan, MiArtha Oraham, and Ruth St. Denis.
there Is a similar neglect of both j^tage ^nd screen acting, if fltm or drama arc
to be mentioned at all, directors and writers Will be noted. It bafdy seems heCf
sary to point out that acting is an area In which womei\ have excelled.
Mu^ic see«t a similar dlrUion with similar results. Composers and In^trtimen-
talists. chiefly men, are mentioned. Singers, men ahd women, are omitted. This
partieuljarly affects black women* Only one textbook mentions Marian Anderson
and Leontyne t>rtce. White classical jaingers are Ignored as are the black women
Jaxs singers. ■
If Intellectual and cultural developments are limited to areas in which meh
were the dominant creative dgtires, it is obvious that American women will riot
receive credit for their contributions. It also seems clear that such superflcial
accounts of the arts are of que^lonable value.
W1>§J^I to, wwtbw bijc buy i^ot MAty SkkWdikO} to P<Kfthontal but not
Marfam Bront i to Sman Ax^thoi^ but not Abigail DunlwaM^fon^i'^lon o(
tarn 8l*atflcant V!?om^n li protaW not a ilgn pf intentional blaij. Tha trtatmant
of vyowan «|mpiy refl^talbe attuud^s and prajudlcaa of society. Mala actlvhies In
our aoclaty ttfo conaldar^d tl\a mora Important i therefor^ juala actlVufai ara
gUan primacy in tha taxta. Thera li a deflnlta imag« of omenln our apcUt/, and
woman Hatory vvho conform to tbia Jmaga ^ra mora art to bo includad. \m\m
reflccta societal auttudas In all topica, bei}ca the omission of potentlWly ^ontro*
vfrsiai pcrsoiii ilka Mnrgaret danger or that xnltltant pton^r In chU disobedlr
enca. Aflc^ Pfliil. Sensitivity ti> locals probably accounta for tha verr
ganiie i>otea about religious dlsapprorai Of tv'om^n'a full partlclpaKon In com^
nuthlty )Sfa and for omlssjion of contemporary controvarsies, e^peclaUy on aexu^i
mattersj which would offend reltglous sensibilities*
Another factor which affects the picture of women presented In these taxts Is
the linguUtic habit of using the niada prohouua to refer (K)th to men and to men
and women. While this may seem a trivial matter it frequently leads to laisuudeh
standing. Dlactiisstng the early colonists, for example, solely in tern^s of >'ho*' a^id
leuds to tlte Inmllcatlon that all early proprietors, s^ttlerflrplatit^rs, and
farmers were men/OIven the cultural orientation of oUr society, Students will
assume activities were only carried oh by men nnleea there la speclflo nlantion of
womeMv • ■ ' ■ " ' ' '■ - ■
these observations, authors of high school texts might raasouably re^nd^
that their space is limttodi that they seek out only tha most significant material
and the ^oat induehiial events and Individuals ^ that If dance is omittedi It is
because more people read novels, ind if Such topics as the role Of female mi^*
slonarles or colonial politicals are negl^ted, it is for lack of spaca. One la leas
lucline4 to accept this vievr when one notices sdme of the old things which
authors do manoge to Include* One feels like asking, ^'How important was Shays's
Rebellion?" Should the Ku Klux Kian Receive reams of documentary material oH
woman suffrage noneV Do we want to read Bye pages Ofi the sU^shooier? Is two
columns too much to give to Knij^rcsa Oarlotta of Mexico, who Uvad n^ost.of bet
Ufa in insanity and obscurity? Is the aeriallst who walked a tightrope across
Niagara I'alls a figure of even minor Importance in American History? Is Hchry
Demarest Lloyd mora important than Carria ChApman Catt? Are the l<engths of
sklrts signiflcant enough to dwarf other InformaHon about women? ^ ' '
There are other questions as weiu How accurate is the history teft*s view of
women and what imagea of wom^n does U present? The te^ta examined do very
little more than reinforce the familiar stereotypes ; .
It should be clear, however, that changes in the construction of hlgh-school*
level history texts must go beyond the insertion of the names of prominent Women
and even beyond the "profiles'* and ^'special scctlona'' employed by the mora lib-
eral texts. Commendabfe and informative as theso may bo, tbay a^c only the
ning, Beal change In the way history is presented wllK only coma aff^** thO$e
responsible for writing it, and for interpreting the finished product to aMms,
develop an awareness of the bias against women in our culture, a btaa SO amoi(>th,
seamless, and pervasWO, that it is hard to even b^gln iO faka hold of \\ pnng U
into cleai' view* Until this awareness is developed, uatjl the unquestioned doml«
nance of male activities and the importance of mala spoke^m^n and exaiapl^s Is
reallaed, texts %vill continue to treat men's activities and goala aa. history^
women's as "supplementary material/* , y ^ :
' One sees this quite clearly in the existence pf sections daaUng .WitlJ ?VOman*s
rights, women's problems, and women'a position, aa If womefl'a rights, problenjs*
and position were not simply one half of the rights* prftbHm?» and posUio^l of
hnmanlty as a whole, and as If changes in wompn'a position and WArkind^H*'
tndes were not complemented by changes In thfe p6alfloti,.\vdrk, aijd.atutud^^^ Of
men, A sense of the way the lives and duties and acWmmenU of pfiom^^ pf both
PCXes is iutcrmeshed is needed In expositions of Iffe. In porloda of .Art?tip?u
\ Wlo this it is clear that piaterial hitherto omitted or minln^aed <nu$t be given
more conslderatlort, For example, information a^ot^t mortality jatfis^ fa mUy plie,
find economic conditions must be Included, along With more Informalion on Ihe
impact of technological change, on the mass medls, end on moral and religious
Ideas. More Information about how ordinary people lived and what they actually
866
did hiuftt bo Includert at mW fti Information (ttmtx from the Idens und theorJM
of Ih^dKliicAtodclaMei.
TWi U ttofc to deny that c^rlalrt dmlopmonta hnvo had Ut more effect ou
women thin oa mefti or that women's experience might be different from men'^r
for example, the early itrugglea to form unions, Nor w It to deny thnt more Infer-
matton on women leaders is needed and more spaee for their particular probiehi$
and achievements. More tnformatlon on aU aspects of women's life, work, and
position— legal, social, religious, and political-is needed, but more Information
alone, no matter how ne .-'ssary, will not really change histories. What is needed,
besides more Informatiokip is a new attitude: one which breaks away from the bias
of traditionaV views of women and their ^'place'» and attempts to treat b<>th
women and men as partners in their society \ one which does not automatically
yalue activities by the sex performing themj atid one which does not relate his*
tory from the viewpoint of only half of the human family.
^ (Nott-/ro this fine article we would only add that hlstbrr books hate ignored
the long and yet unsuccessful struggle to pass the Squal Bights Amendment^
EdttcatFon Committee, NOW.)
COLUfiOttD BlOOBAPUWe
of Girls and Women, which follows, was c<}mpHed by Eileen
T, Nebel, llbraHan 6f Junior Ilifh School 7. In order to call the attention of the
school V students and faculty to Jt>ooks about girls and women, other than
romantic fiction and fashion magaslnes, and in hopes of encouraging girts to set
meaningful goals for themselves beyond marriage and motherhood. The list
excludes fiction and aU works about women whose only historical slgntflcance is
marriage to famous men. Por example, a copy of Wivei of the Pre$(mU in not
Indiided^drbe list Is selective in no other way. Works ot high qqaUty are Included
with tho^ of d^ldedly lesser value. ; .
The B<>ard of Education occas^tonally issues bibliographies and resource
manuals on specific suWects, such as Black Studiea or Puerto Ulcan studies,
Ubrarlam ^re encouraged t6 order heavily from thele lists, and to glre tironunent
display io the new materials. A mr 6go, Ms. Nebel re<wested a similar Biblio-
graphy on Women's Studies, but she has received no reply, and the Board of
Education has still .not; issued such a bibliography or resource manual. We repeat
her request. We also urge librarians to begin on their own to compile lists like
Ms. N^Vs, to set up displays of materiids about notable girls and women, to
try not to order either Jt)0<)ks which present; a negative or stereo-typed view of
females, or career books which imply thiEit Ocrtain career^ are only euttable for
one sex or the otheri and finaily» to bO sure that both boys and girls haye eaual
opportunity to become library monitors.
{Author and title] ;
Bolton, Uvea of Qlrls Who Became Famous.
Borer, Women Who Made History. '
Boynick, Pioneers In Petticoats,
Bookmaster, Women Who Shaped History, ^
t Cwirt, Gallery of Oreat Americans.
' Daugherty, Ten Brave Women.
|>olln, Great American Heroines.
Fleming, Doctors In Petticoats. *
Fotey^ Famous American Spies*
Gersh, Women Who Made America Great*
McNeer and Ward^rmej With Courage*
Miller, Westering Women.
Nathan, Women of Courage.
Boss, fieroities of th^ Early West* '
Ulckles, In Calico and CHnoKne.
Sterling, Four Took Freedom.
Trease, The Queens of England.
Walte. Valiant Companions.
Waitrlp, Indian Women.
Yost, American Women of Science.
867
BtoQiuwirca
Penon the hook i$ ahouh iM^t ond anihcf
•
Jane Addami, Twenty Years at IIuU Houiie, Addami
JaU0 Addami, Jane Addamt, World Nelgbbor» Otlbort.
Jano Addama, City Neighbor^ Judson.
Jauo Addama. Jaue Addams, Little Lama Qit), Wagoner.
Louisa, Majr Alcott^ LouUa May Alooitj Vi pashvlly.
Louisa May Alcotti Invincible Loutsai Metga.
Marian Ataderaon^ My Lotd What a Motn(n|. Anderson,
Marian Anderson^ Marian Anderson t Lady from Philadelphia, Newman.
Jane Austin, Young Jotia Austen, SIssob.
Oladya Aylward, 8inaU Woman, Durgosa.
Kmlly Barrlnger» First Womau Ambulance Surgeon, Noble.
Dr. Isabel Barrows, 80 Much in a Lifetime, Stern.
Clara Barton, Clara Barton, Pace.
Sarah Bernhardt. Great Md/ of the Theatre, Noble.
Mary McLeod Betbune, She Wanted to Read, Carruth,
Mary McLeod Bethui^e, Mary McLeod Betbune, Peare.
KUjuibeth BlackweU. First Woman Doctor, Baker.
Brontes (sisters). The Young Brontes, Bentley,
Brontes (sistera). The Young Brontes»Jarden,
Kiisabeth Barrett Browning. How Do I Love Thee? Waite.
Pearl S. Buck, My Several Worlds, Buck.
Catherine the Great, Catherine the Great, Scherman«
Cleopatra, Cleopatra of Egypti Hornblow.
Dixie CUne. Animal Doctor, McDonnell
Prudence Crandali, Prudence Crandall. Woman of Courage, Yates.
Babe DidrikSOD, Babe DIdrlkson, Girl Athlete, De Grummond.
Amelia l<^rhart, Amelia Earhart Heroine of the Skies, Garst,
Queen Elisabeth I, The Young Elisabeth, Plaldy.
Queen KUaabetb L Queen Elisabeth and the Spanish Armada, WInwar,
Princess Elliabeth & Prtncesa Margaret Rose, The Little Princesses, Crawford
Alice Fittgerald, Nurse Around the World, Noble.
Anne Frank, The Diary of a Young Girl, Frank.
Anne Frank> OThe Works of Anne Frank, Frank.
Elisabeth Garrett. Elizabeth Garret, M*D., Manton.
AUhea Gibson, I Always Wanted To Be Somebody, Gibson.
Lady Jane Grey, lady Jane Grey, Reluctant Queene, Vance.
Cornelia Hancock, Cornelia, The Story of a Civil War KUrse.
Carol Helss, Olympic Queen, Parker.
Joan Of Arc, Story of Joan of Arc, Nolan.
Joan of Arc, Joan of Arc, Ross.
Helen Keller, Three Lives of Helen Keller, Harrlty.
Helen Keller, Story of My Life, Keller.
Sister Elizabeth Kenny, Sister Elljsabeth Kenny, Thomas.
Mary Klngsley, African Traveler. Syme.
Jenny Lind, enchanting Jenny Llnd, Benet.
Juliett Low, Juliette I^ow Girl Scout, Higglns.
Juliette Low, Juliette Low, Pace«
Juliette Low, Juliette Low Girl Scout Founder, Radford.
Anne Sullivan, Macy, Teacher, Keller.
Edna St. Vincent MlUay, America's Best- Loved Poet, Shaf ter.
Maria Mitchell, America's First Woman Astronomer, Baker.
Lucretla Mott, Lucretia Mott, Serllng.
Najmeh Najafl. Persia Is My Heart, Najafl.
Florence Nightingale, Florence Nightingale, Nolan.
Anne Oakley, Annie Oakley, Garst.
Anne Oakley, Annie Oakley, Graves.
Alice Palmer, Alice Freeman Palmer, Fleming.
Vljaya tiakshml Pandit, Madame Ambassador, Guthrie.
Molly Pitcher, Molly Pitcher Girl Patriot, Stevenson.
Beatrix Potter, Nothing Is Impossible, Aldts.
Eleanor Roosevelt, The Eleanor Roosevelt We Remember, Douglas.
Eleanor Roosevelt, Shy Olrl, Gilbert.
Eleanor Roosevelt, Story of Eleanor Roosevelt, HIckok.
.:RIC
358
Bacajawoa, SacflJawcfti Volglit.
&an»ao, Eighth Moon, Bapsan.
iddfs B\mot, Nigortaa Piouoor, tiym,
Mouica SoHO. Nis^l Dauglitf r. 8ono.
Karrtet ncochcr Btowo, iIorrlGt Bwhcr Slowe, wiWomor,
Itnrrlet ftcochor Stowc, Harriot Hcochor Stowo, Wise,
Qiiocn Victoria, Quoou Victoria, Booth.
IMUan Wnld, tMlan WaM At)gol of Tenry Stroot, WJlllantn.
L'hinu Whcatloyp Htory of PlilUls Wh^Atloyp Ornlmm.
PAPRKBACKS
Author and tttlo
(Joo<1o, Womon In Dlvorco,
OTHER NON'I'ICrnON
Author ami title
Coolldgo, Wompu'u Rlghta.
Floxncr, Century of Btugglo,
Foster, Votea for Women.
Volen, Pirated in Petticoats.
Tiift Ki'Ki:ci"8 or TKAciiKk Bias
(By Kathleen R Of ady) / [
I wouUl like to talk a\m\i how the Schools affect the femal^ studenti^, Mrllcu*
tarty \\\ terms of IJie.noncoUKclous a^t^uiuptlonH that are made by teachet's, ad*
mlulstratftrsj, and qyouthaUy th^ sktudentH themselven, It U thto^kh p6rvaHlve»
nnexamlne<l attitude^ aHowt tho nalurg of Wouien that glrU are ti^ekM Into the
mo^'t mental, lowest ivdfd ichn. It in because of at^uuwarracted eoipliA9t« 0|i their
hlologtcal i>o>e,ftt>|il th«t alrls ii0vetop;«n ov^r^-ldirtK c<>t\cefo,mtn; their mopt
guwWS^Jftl linpectft tl^ejr i>hyi:tcat anractlveneRs, It Jk not the whpoW fault alotje,
but It does seem that the pchool« do very little to help girls to 6VM^6ln0 a' hARtcally
negative setMmage that includea what ta generally defined an the e^<^ntiat» of
feminity \ ^ubnilMvenes^, dependei)ce, docility, maffocht8m> n>>rclac)lm. and above
all. passivity.* ' .
By the time glrlM reach Junior High S^chool age, tlie uegatlve effects of attei^pt*
In^t to conform to a r<gld (eh^lnlne role begin to appear,
There h evtdevoe tfmt girls who are tuulernchfeverfl In high schoor ufiually
l>egln to be so about the onset of puberty, while for boyp underachlevement In
high whool usually ban an earlier orwet, TIiIr coutrant is a further Ifldlcatton
that the achievement drop-off among girls a» tliey reach maturity. U linked to
the adult female sex role.*
Career asplmtlonA als«o diminish. One study by Uartley* showed that girls' In-
tention to work after marriage declined with age, the eU«veu-year-o1ds sh^whig
that they have come to terms with reality, Another study by Davis* involving
hiffh pchool girls, found that fl09fc felt most women woidd Kke to work. Only
Katd they actually expected (o attatn thefr chosen occupations, Why are
t«'»nnce jflrls so iwsslmlHtlc about their ability tosncceed^ Of obstacles ti»ey per-
-^1. -^1% gave marriage as the reason. , '
Olrls are constantly told that they must choose between marriage and a
career— and tlie correct choice is alwayn fi\iUe expUclt. The oplloii to choose a
career only exists in\ a very technlwul sense. All the pressures— from parents,
peers, the media, and even the school{<— are In the direction of A llm(te<l social
role for women defined by theJr biological potential. Certainly boy^i are never
told that they are going to prow up to l)e husbands and fatherft first and some-
thing else wond. A man's .success in work Is never tempered by such phrasps as
^'despite being marr[e<l and the father of three children.*' In discussing occupa-
tional aspirations, he is not constantly reminded of hla future role as parent and
siwnse. These constraints are ever present for the female child. Can we honestly
tC^\c^' '^^^^'5^ ^'^"^■^IJ^"''^*'^ * Model ot Female Sexual Tdentltr,** MidiCdu, (Unlverilty
^ •^Shftwi^ i^^0.'')fn(1^V t. McOiien, th(^ onset cf Academic underaehteVemeat In bright
Mrartlev. Rwtb B. Chndfen** eoncept« of male &nd female ro1e«. MtrHH MAir Quart,,
« D/jvK Kthlvti. Careen a* concerns of Mne collar /rtrln. In Blue Collar World: Studiet of
^nfrrwH WorUr, ed. Arthur B. ShoitaV and Wlulam Qomberg. pp. 184-64, New York ;
^ ceHaU, 1064.
m
m that Ibis prolonged fliia exclusive soclollwllon prwKfdure Is iuiitW^
toiW Tint ©vV mhia lemi ot tlie Ijow Uwltcd dewandi of motherhwHit
ririsi For one thing iiumerou* 8tudlei have •hown jthot girli .do not »#cb
ouV luto the fulw^lMitlcuiflri totvatd the^occupatlODal world hut also
& lUe? JucatkS-the my boy« do. tblriy-thtce i)ef«t> of Na lonia
Merit flimU»t8 In high school who aspire to attend meaical school ore girls but
only 8% of tnedlwl «hM oppllcanU are girls. This is true across all professions
coupwed to Umlt &eelves to occupations that cftn be at alaed with a mini-
S?uuv^ti»lnln« and can be stopperand resumed accordlnr W the demands
TwreMuiSb iol^^ characteristic*. T^hey are usually
BUwwmvnnnnclTlarr to a ''man's Job," such as ft secretary to a boss « «
nurse to a doctor. Although the pragmatic parenthood reason bo given (or
C occujSC It Is also clear that thev reinforce m iniage of wojgiap
as helDer. w»o^r{er, cheerleader-buslcally tlie nferlor of wan. Another com-
fflorcKJarteK Is Sat these Jobs are poorly paid. ThlfJnW^* WWenVd^
wiKlenw on men and virtually rules out any options to he «w^«tl£nfll WmOy
plcwre of man as the sole provider. In most cases, It sUJiply Isn't ccoaon^l^Jjliy
feasible for women to work outside the home. , . , ' . j . . •, i .L
But there are even more Insidious consequences to such an cmphaBls on Wo-
logical potential. Qlrls start to think of themselves first Iti terms of their attrac-
tlveness/thelr ability to get and hold ft man. They quickly U«ome aware of fh6
negS eoi al consequencea (l,e.. rejection by men) that accompany fciifr
wa'ful surviving, and they learn that, If they're smart, theyll play dumb.
Wovfle. they start to believe In their own Inferiority. /lorner ' aocumen ed
that tlicre Is a strong motive to avoid success In women, which has been called
•'the will to fall." The Bcrnreuter Personally Inventory's norms for women
show that they are more neurotic, less self-sufficient, more Introverted, leg
Im self-confldent, and more 80cla"r«lei»ndent than men.^^^
(Jo Ho» opmr younger than high school age. t)o6B this mean that females b^
como more neurotic or males less so as they grow upt An^xplanatlon wl^lfji
is at leait plausible Is that as males and females learn more a^ut the placfs
n life they are expected to fill, personality adjustments 4" ?«d6 accortoy:
Another researcher, McClelland* found as long.ago as 1953 that In acWeve-
ment tests. If sodal rather than Intellectual acceptability were manipulated,
womeu-sM^ aitls learn early and well that it Is more ImporiAnt
to be accepted-«ven deflned-soclally than to achlerO according to .their fu)l
potential. The essence of this dependence on acceptance by others is pae^lvltyj
The girl learns that her role Is to he nttractlve-baslcally she prepares hefsejf
walt^ and hopes. Ambition and aggresslve^iess of any kind are Incompatible
^BufWat*do e&itors have to do with these self-denying attitudes that rtrl
stiulents admittedly accept for themselves Uosentha ' has '^femiy shown that
teacher expectation Is one of the most important, If not the most Jmporunt,
d^ermlnant of student acMevement. He gave teacbera false evidence of stu-
dents'IQ.'s, and found through Stnndardieed tests given at the berinning and
end of the year that those' students the teachers (Incorrectly) believed to be
the most Intellectually copable improved inore than those who w6re^
Intellectually super or. There is no longer any doubt that the social expectotlons
hat surround the pupils strongly Influence the outcomes. As long as parents,
pe^rs, the media, and especially educators expect jglrls to be submissive, de-
pendent, docile, masochistic, narcissistic, and passlre, such expectations wUl
ooerate as a self-fulfllllng prohpecy, and society will continue to be denied the
realisation of the full potential of one half of Its members.
360
^UR raVCHOLOOY AND SOC'lOtOOV Of WoMtK
Following are topics and on abbreviated bibliography for The Psychology
and Sociology of women, o course given by ttnda Fidou and Jane Prathor at
Ban Fernando Valley State College. Much tbis material would be useful In
tho In-service Consciousness Raising Course on Bexual Attitudes which K.O.W.
urges for administrators and |)er8onnet (n public schools.
Physiological Differences Between the Sexes t The Basis for Biological Do«
termfnlsm.' Msccoby The Dcvehppmt of Sc^p Dijfermei, Ch. 18 1 Beach Jlor-
mn0$ ani Bthaviori Brecher and Drecher An AnalpBii of //timon Se»ual Re*
iponi^; Ford and Beach P<^Ucm$ of Sexual Behavior ^ Masters and Johnson
Jium(^n S^^uat RemM$i Money Scdr Rmcrch,* Neu> Develomtniii
psychotoglcal Dltf^renCes Between the Sexes \ Maccoby The Devtlofmeni of Sc»
Diifcrcncai Chn. 2 and 8 1 Weissteln ir<«rf^, Kuche and Kifche Bdeniifi^
/yOi^/ {Qrikson In ttfton Women m Amerka; Ksgan and Moss Birth to UMuntyt
Klein The fmMne Oharaoi&i Terwan and Miles Be9 and Permaliiii.
Socl^UsAtlon and a Cross*OuUurat Comparison of Sex Roles \ Bird and Brtller
Born Fmatef Tho Biph Oo$t of Keeptni; Women Domi Hacker Women a$ a
Uinoritjf Oroup Bohi SterrW reprint BiOSs' Boss! tn LIfCon Women M AmeHca.
tier Story \ Deglet in Lifton wmen M AmeWca; Conway In Ufton Women (n
America,* Brlkson in Wfton Tfomw in AmerUAf Felxner Oeniurp of Birupole.
Women In the Lavi Murray and Eastwood Jane Croto ond the Lau>t 8ei^ Die-
crimination aMTWeVIt, ^
Birth Control and Sex s Brecher and Brecher An Anal^iie of ffuman Bewal
Re$poMe: Ford and Beach faitem$ of Bewual Beha\>iour: Masters and Johnson
Hitman 8e»ua\Re^pon%e,
Motiierhood and Marriages Eagles The Origin of the Familu,* DeBeauvoIr The
Becond 8e0, Oh$. it and let Malnardl Pomia of ffou$e Worki Prather Momim
Of/ofitl/ Bosto^vln liifton Women in America^ Selly ana Crest Crealtoood
BeighH; Bchur The J^omily and the Bestua] Revolution.
Women jn the Work Foi^ee and the Professions : Benston The PoUti^ai Kconomu
of Women'i m^eraiion^ Jordan The Place of American Womeni Rossi In
Mattfeld arid VanAken Women in the Boiontifio Pro/^s*<on; Ballyn in tlfton
Women in An^Hoai Beniard Aoadefnio Womcn^ Bpstein Women's Phee,* Peter-
9on\ntAttotiWameninAmeri^»
The Oop-Outi The Achievement Motive In Women! Horner in Pmhoto0t^ To*
4ayt McClelland in Lifton Womon in America; Atkinson Motivation.
The Image of Wom^ In Literature; the Mass Media and Fashions s Manis in
Fari)er and Wilson The PofenHol o/ Woman; Trilling in Lifton Women in Amer-
lea; Cleavor Sotif on lo^f Lesslng The Oolden Notelook, etc Ibsen The DolVe
Bou9e»
Women's Liberation Movements t Dixon WAV Women*$ Liheraiiont ; Jones and
BovcetTomrd a Female MerationMovemeni*
THK FOIXOWINO AlXEOATIONS, MADE BY A CiTY HlOH SCHOOL TitAOHEB, ARE UNDEB
LEGAt IwvEsnoAnofi
Perhaps the most egregious example [of sexual dlscrlminatlonl was a February
ineetingpf department citalrman at which [the principal] instructed chairmen to
hire male teachers when humanly possible.
There is a hall patrol consisting of three male teachers per period, Each teacher
Is relieved of a class for this chore. No females are accepted even when they
volunteer*
In the main building there are 92 male, and 75 female, teachers. Males are sys«
tematlcalty selected for the choice jobs, often before the job positions are ad«
vertised. In the main building 65 male teachers hold special Jobe instead of the
full flve-perlod teaching program. In addition to these dS, other inate teachers
have been relieved of official classes, and one has been relieved of all classes and
assigned the Job of controlling drugs in the school. Only 27 female teachers have
been given special Jobs, and many of these jobs border on the ridiculous,
Ther« are two major, results of giving male teachers the preponderance of
assignments t
Women are largely selected to teach In the annex (similar to Siberian exile, and
about as healthy 1) since thil selection is made only from those teachers who do
not have special assignments and/or special coursea.
361
Tcacbm with irt>eetal coumi careluU^ cream off tbi better itudents piiic0 Iti
thoir owQ few dasaei^ leavlog the rest of us wUh trutjr liomogeneou9 ciaisea of lo^
Acblevers,.
lu iummaiyi our schoot operates utnler a blatantly dticrimlnatory power «tra^
ture tn which men decide policy and women do the bulk of the teaching.
SUTKMSMt or IIOH. BdWAIP I, PAmSf, A HmEdBNTATtVC lf{ CoKOBtaa
. jaOM THB Stati: or Nsiw Jtaesv
Mr. Chairman, I wish to express my complete support for a measure entitled
the Women^s Education Equity Acti introduced by Congresswoman ratify Mink.
Yhls Important m^sure authorties the Secretary of Healthi Education, and Wel«
fare to mak^ granta to conduce special educational programs and nctlritlet de«
signed to achieve educational equity for all atudentSj men and wpmen alike.
It Is obvious to me that times have changed, and Justly so. As more and more
of our women In tb^ United States move into all levels of the work force, It Is
neceseary to keep our education syetem abreast of the progress we have made.
The women's Education Equity Act would move our educational system forward
by encouraging the development of netv and improved curriculum which Is more
In tune with the outside world,
If n woman's rank as a college professor is equal to a man's, will she receive
the stime salary as her male counterpart? \Vill a woman faculty member be able
to rise In rank aa easily as a man with equal credentials? Unfortunately, recent
studies show that the answer to these questions is no* Further, aert discrimination
In the education s/stem in the United States doe^ not begin Vvlth the appoint-
ment of a female faculty member— It begins with the first time a child enters a
school and opena o book. Think back to your first experiences in elementary
{K*hool Do you remember learning that jnen became doctors and women became
nurses? AYasn't it always the male principal of the school and the female teacher?
The Women's Education Equity Act provides support for the initiation and
maintenance of programs concerning women at all levels of education, from pre*
school thi'ough adult. Most Importantly, the bill provides for programs on the
6tatU8i roles, and opportunities for women in our society*
In New Jersey, and especlaUy in my District, some of the most innovative and
unique educational programs have been attempted and haVe met with a great deal
of success. Title I is a prime example of this, Because the educators of New
Jersey have such a good attitude toward progress and change, I feel that this type
of new program Implemented into the scnool system, with its very just goals of
education equity for allj would meet with great results. I wholeheartC'lly support
the idea of bringing improved career vocational, and physical education pro-
grams» and new community education programs to my iDlstrlct and the wnole
nation, and this is the purpose of the bill— It will benedt both men and women
alike.
Statcmdnt or Hon. Matthew J, RivAm, a RmeaENTATivJS in CoNoms Fbom
Ti{£ Statk or New Jersey
Mr. Chairman, I appreciate this opportunity to express my strong support
for S. the ^Yomen^8 Educational Bqulty Act, of whfch I am a co-sponsor,
This Act would provide funds for special educational programs and activities
including development of curricular materials, training programs for counselors
and other educational personnel, and community education programs designed
to achieve educational equity for all students, men and women.
The ^YomeD'8 Educational Equity Act will offer real opportunities to aid in
meeting the anti-sex discrimination provisions of Title IX of the Educational
Amendments of Title IX states that ^'No person in the United States shall,
oh the basis of sex, be excluded from participation in, denied the bene^ts of, or
l»o subjected to discrimlnatlcin under Any education program or activity recelv*
ing federal financial assistance*'^
The Council on Women*s &iucational Program^ which is estabUshed within
the Office of Education under Section 4 of this Act* would serve not only the
function of carrying out the provisions Of H.R. 206, but by Ita nature would
also oversee programs under existing laws and make recoinmendations to the
Secretary of Health, Education, and Welfare accordingly, 1 wholeheartedly
support the requirement in the bill that members of this Council on Women's
302
SSliSttbewKwo^^^ appointed by the President a«d that At least 12 of
.JSil?i'* education l8 the most concentrated, organleed and srstcmatie
Xf'M"/! Muence In our culture. We mu«t not gacriflcl more than % Ki t
of the brain wwer 0/ o«r nation to our modcd aex stereotyMs/Aa Mr« AnS
Fraspr, PrejTdcnt of the Women's RauUy Action Wu'rpointea oiit to th s
committee, the goal of education ihould be tn help educatreach ond e»w
SSni'i '1^^ ,V wl>"-e, to bo 8eir»ufBetont. self,
confldent and capable of aelf-support. I might add that It U IrnDeratlte that
we create programi In which an atmosphere of equity and rwi^tcan flourish
"'a?' SSf J '^"^dlesa of sex, religion? "ac5 'r eth^cbackground
./.M ^ P*"^"* 0' »u' ^•omeAX?rk outeiae their homes nt
k.r^"!? <>' dWcrtmlnation against women can be Btesehted
Vi*J.S'^ 2<> P«. ?«lt« M elo*ietttlf M the stattstMrfacta
lowthg ejtfttopies from thM puWlcatlon ofpf^i- only h kM saftinie
JLl*** >mbalaftc^i In out educational InstUWoris. We Ugln wlthS fema e
It i« paHiculariy revealing to look at the humhers of men and ttbm^n «*hh
1" IWfr-TO period. 1 have sea^n ex^^^
mSde^ that ffi^TAltJi'^.lM^ the ciflims^that a^^Irtg
WeSfepw'Sn^ormSS * own in many ar^a» once tUo«<^ht ,tS
im^mm. and only 24 vomen achieved
Ai?S.^r^*'''i'''.f"^?? ""4 vromii achlered Doctofa degrees. In eleraentarr
ostia ly thought to be the educational IotcI dfflat^ by laS
men were awarded the doctor's degree and only 87 women; ' '
Sta\le'tS2S^^^^^^^^^^^
There aro many other disturbing statistics In these rtubUcntlonii Certalnlv
ehe fact that even though Krcent of o^wS^^^
hfflh^th« h,K;ff If ^ the academic credentials which will open
Pitn ?/ni'i'"I?'l*.'°"» i^P'. ' ^Po^^en professionals and
rH.D. s, who are still a distinct m norlty n our society. It Is truly nDnallinS
llS «fflS^lHl?««®»!l?^ 'l^fS").* " pan who is a high school dropout
needed, much the same as has been called
2<)8 win serve to help otfer thew
afflrmatlve corrections for women of all ages In all socio-economic groups. ^
. "^^<*w " qualified woman and I'll give her the
}oM" The time has come to make certain that women are given real ot>i>or.
the benefl 8 of a society that delrea Inio Its potential one himdred per(^nt, That
means giving equal opportunities to alUndlvlduals. i. »«i
Il ls the purpose of H.R. 208 to give women opportunities to be qualified, to
channel and enhance the talents of mature women, and to offer all the same
broad horizons of life to our daughters that we offer our sons. I strongly urge
this subcommittee to approve this legislation promptlv. ■
Stitiwwt Of IIo». D^if Zowim, A BmMwnwvE 1*^ Co^^owas ywu tub
STATIC 07 OittrOllNU
MadAtn Chairwoman, I am plated to tak^ thl$ opportunity to hMppoH UK 208,
tho EducaUonM Knulty Act IMS, I consldw tbU bill to bo a yw
ilghlAoant of leKislattori that AvHk Improve tho quality of cducottoa, and
thereby the qualify of flfe.
Ourfug the pai^t Congress, we were able to fiuccesafuHy gtUde through Copgreag
the Kqiial RlgbU Ame^^dmenti ffUarat^teelng legal equality for women and men<
'fhll eoifk$tUutlonal amendment has now been ratified by thirty States, with eight
moire required for pairsage and nubsequent addition to the Constitution.
ti U becAtise se^ dlserlmlnation went largely unnoticed or unchallenged until
recently tnat It became necemi^ to Add to existing constitutional guarantees
A spectiio amendment to Insure eoual tr^tment under the law* This is one aspect
of tho equality that must be afforded wopien. -
But there ar^ other and porhaps more subtle forms of discrimination besideg
legal rights, and U»e majority of theeo arf> related to, and i>erpetuated by, our
educational systems, Because thcee systems arc so basic and have such etiect in
shaping our atUtudee and the way we live, U Is essential that we change thJ
discriminatory pattema and eliminate sexist material that mtsed;.cates our
children and serves to telnforCe artificial sei roles.
It Is important to have this legislation which is now before your committee*, in
addition to a constitutional amendment for equal rights, In order to effect many
necessary changes in oxtra^legal areas of sex discrimination.
It is also important to provide a means for faster action and assUtance in ro«
vising educational materials. A number of publishing companies have begun to
realise the need for an overhaul in their educational texts, but the sheer Unancia)
burden Involved ts a strong deterrent. The stated position of most publli^ers in
tl)e private and commereial sector is to Walt until present volumes ar^ exhausted
and are scheduled for revision) thetr position is understandable. Howevc;*> it
should be evident from an educational point of view that If the material now
used is discrli^inatory and damaging, particularly to young girls and boyd, and
if we know better, these materials should be removed and replaced before more
damage is done. This Is one area in wh^ch this legislation would help.
The measure would also provide a strong research component and curriculum
development, in addition to didsemlnatlon beyond educational institutions and
into the community. ruMlc media aro perhaps the most effective educators in our
time, whether we agree with the content or not, and this bill would provide
assistance In this area, as well.
I note that the Women's Educational Equity Act of 1973 bears the same
numerals as IIJ. Bes. 208, the Equal Bights Amendment of the 02nd Congress. J
believe this measure is a worthy extension of that amendment, and I want to
publicly add my support for its speedy consideration by the House of Bepreseht-
atives and Us successful passage by Congress.
THE WOMEN'S EDUCATIONAL EQUITY ACT
THUE8DAY1 SBFIBMBBE Id, 1078
H0C6E or REPREfiENTATIVW,
SUBCOJIMITTEE OK EqUAI^ OpPOnxiTNimS
OF THE CoMMirnnB ON Education and Labori
Tho subcommittco met, pursuant to recess, at 0 :15 a»m., in room 2257,
Raybum Office Buildln/?, Hon* Augtistus F. Hawkins [chairman of
tho subcommittco] presidlnf?.
Present ! Representatives Hawkins and Mink.
Mr. Hawkins, The Subcommittee on Equal Opportunities is called
to order. This morning we will hear t^imony on H»R. 208, the bill
off^ired by my colleague, Mrs. Mln^;.
The first witness is Ms. AUene Dietrich, Committee To Study Sex
Discrimination in tho Kalamazoo Public Schools, Kalamnzoo, Mich.
She is accompanied by Ms. Jo Jacobs, the chairperson.
Ms. Dietrich and Ms. Jacobs, would you kindly take a seat at the
table in front of us}
We are glad to welcome you. I think that you have an associate.
Would you introduce her for the record ?
[Ms.*Dietrich'8 prepared statement follows ;]
Statcmcnt By AiLENE DimiCH, or thb Commitits To Study Htx PiscBimz^A-
TiON m rm KAtAUAeoo, MtOH.» Publio Sohools
I am AUene Dietrich, representing the Cotntnlttee to Study Sex Discrimination
in tho Kalamazoo, l^lohljfan, Public Schools,
Otir study of textbooks established that sex role stereotyping exists at every
lerel and la every f^ubject in the elementary school.
Here are some i samples. In all the main texts evaluated, the activity reserved
' almost exclusively for adult females outside the home is household 8hopt>lng.
M0plorktff Science (Allyn Bacon. Inc., 1060), a fourth grade book, shows seven*
teen occupations for mates white the sole female activity is hanging Up clothes.
In another science book. S9 men are included, most of them scientists, and two
women, one watching Ben Franklin and one housewife. (SciencCt 0 iiodem
ApfroacK HoU, RIneihart and Winston, IO66.)
A school health book cautions: "Unfortunately every boy can*t be a leader of
men. and every girl can't be a belle of the ball" (Being SiWi feacher^e Edition,
Scott Foresman and Co. 1967, p, 25).
These typical sentences from the elementary school dictionary could bo classic
examples of stereotyping ;
Steep: She steeped the tea in boiling water.
Professor Jones steeps himself In Latin.
Study ! Joseph Is studying to be a doctor.
Her constant study Is to please her parents (Thorndike l}<tmhari
Junior DictionarUt Scott Foresman and CJo.» Seventh Bdltion, pp,
668, eOl),
Our committee is not uniane in its investigation or ita findings. As your sub^
committee has already heard from previous testimony and is hearing today,
people across the country have been researching and publlclElng their findings
(865)
ERIC
366
for aome time* We are tndelrted to tbeae yroupa and indlvlduati wboiso goalu wo
bayeibamaiid whole effort* JiaveiomigntU/ helped us, . ^ /
Wbere the Kalamaioo eothmlttee in t^thm wim among theie groupa U. Arat>
it) Ui creatioa and ii^thoriiatlon by tbe local board of education ; aocoml In it«
flilhg of the flrat textbook complaint tvlth HEW; and third, tn the action which
haa reaulted frcm the threat of the complaint. My tcitlmony will deal chiefly
tvlth these wperteflcea unique to Kalamazoo, cxperjencea which Illustrate the
wa;re in which paaiajie bt II.R. 206 ^111 bring ug further totVard womeu'a oduca-
tlocal equUfj eapeclatiy in (extbooki.
In December of 1M1> the board of education watched a^riWe preaentallon of
aex rotes id the reading bOoka theh tised by Kalamatoo children. After an hour
of vietring the atereotypc4 portrayala of Wck/ Jane, Mother, and Pad (Scott
|i*oreeman and CO. iertes, 1065) i the board created a committee to study sex dUv
crimination m the schbola/ EaHy In ldf2, tha chairwoman. Mi. Jo Jacobs was
named, and Uink forces established. The school superintendent set up appropriate
controls and comn^UTtlcatlon and asked school personnel to cooperate in tiie stud^^.
By the spring of iOT^j s^r^n task forces were operating with members represent*
lag studeats, parents, school staS and the Community at large, men as well a^
wornen^ • : ■ ' ' ' ■■■^ ' . ■ ' ■ ' . ■ '
Fl?e task forces have finished their work and submitted recommendations to
the schools, They covered Ave areas ; -
1.. Personnel practices and Procedure,
2, Athletlca and physical edu^tioh,^
a. Elementary school textbooks,
4. Selected studtesr which included secondary level subjects such as (^ntliro-
poloi^r English, psychology, history and igoclology, and
5. Htudent onehted aspects of School that are non-academic and non-
athlettCr such aiextra'CuniculaY activities. '
These reports are available through the KalamaeoO Public Schools (1220
Howard Street, Kalamasoo, Michigan 400OS} and ha^*e been requested by people
throughout the country.
Task Forces on vocational education and testing and counseling have not yet
completed their studies.
HEW complaint
The work and the recommendations of one task force ted to oar Ullng the com*
plaint, When we reported the findings on elementary school textbooks In Feb-
ruary, l&TSi to the KalamsKoo Board of Education, we said» '^exthooks of all
content areas consistently sePkrate people Into two rigidly deflrted molds which
provide unfair and distorted stereotvped role models for boih boys and glris/'
We recommended that no new textbooks be purchased unless they were noa*
discriminatory, Just as important, we provided specific melisures the administra-
tion could adopt to offset the existing stereotyped curriculum; such al |(voman<
of-the-month bulletin boards, eUmlnatloh of boys' arid girls* corners ih kinder-
garten/and teaching ^vm/Mtf to cook, run audlo-visu^l eauipmeut, a ftd operate
sewing machines, (we are indebted to a group of Ann Arbor graduate students
for these suggestions.) The report made no discernible impact, lis none of the
recommenMlonsvirasCarriedout, . v " . . . .
A crucial test of our effectiveness would come, we thought> with the adoption
Of a new reading series that ftotild be in use for i^t m^t tH next jSte years by
every child In the school district In griades t-^ 1 remember the hope ^ith which
we went to the school gym to saWple the 12 briahd-hew setj!i of books under con-
sideration hy the SchocI Beading Ck>thmittee, We Imagined hot? good they could
be, these products of a voluntary commitment by publisher tp change Vith the
times, these results of raised conisdousness on women's Rights. WhAt we found
were eyecatching, up-to-date, fascinating books^containlnt the s^ihe ^tereot^bed
treatment of men and women, less blatantly hostile to feniaWi^f (n most cdses, but
as strongly male dominated as eVet. *'The World^of Men/' proclalpfie<l toe fSbtlon
On the table of contents of the outgoing seHea. We could ring In tbe, new With the
same bell, ft was still the wortd of men; of boys, of mascURne accomplishments,
Before the Houghtwi-MlMIn Reading Program (Copyright l&Tl) fan picked as
the final choicer we reed each, book of the series, and, reporte4 to the ichool
board meibbertt that we found tM l^ro|ram to be discriihliliatory against ^dmen
itii girts ahd should, thej^efire, be piirch^se4;)^ancy Ellin eald theri; "llie
367
mhrn quantity ol atorloa about bo;a strongly reloforcea tbo notion tbat boys
do all tbo luo^ lotor^atlng tblogi»-f6f lnaUnco» att tbo tr«obot<8oa belong to
b6y^/V
We asked (he achool aboard to dofor its decMon on the readlni; program until
it could Inveattgato altemato \raya to teach reading tvhlch would glvo eoUal treat*
inent to Pam aa i^ell as to Ben. l^bo aupcrintendent maintained that tbo new
Korlea waa the beat available reading program. Wo did not argue with that
nroiea»lonal opinion. He said the nouibton-Mtfflln books were lead biased than
theoldoneip, We laid, tbat> not good enough. . _ , :^ ,^ ^/
Sex discrimination U lllegaU unjuat and harmful to bovi and Ij^s. U «
dlacrlriilnatory tool 1$ aetecled for teachinrroaaing, then It 1$ a d^a^rlmlnator/
reading ivrognnro^ therefore> Illegal under Titlo Nino of tho Education Amn^a*
mentaof IWi.aaweBe^lt . ■ ^ ^ ^ * .i
Dciri)lto the strong and t>craua6lvii) ortdonc^ (>f bias, despite our pleas for
delay aiid our stated determination to se^k Ic^fol remedies should pubU^ money
be used to ptircuase such mateHals. thO school board voted to b^y the booki.
When tbojr did, our committee filed the first textbook comi)laint t^lth IIKJV.
Wo aUeked that the "actlotf of the board subjects the gtrlij In tho eleW^n(aiT
friides m KalamASoo tp dlwrlmlnatlon uhd^r an educ^ttlon program r^^
'ederal nnancfal assistance within the meaning of Bection OOIU) of Viae m^r
And requested *'an immediate HBW Investigation which would il<^^fl;>lort the
|K>sstbniUes of persuading the board to comply vx>lttntiiKly with the law tj
using Instead a non-seilst reading program.'VKalUng^batt we r^u^sted ,^'tbat
hU Federal a«sistance to tho^KaUmasoo school system t^.$t^9ded until the.
KonrddoeH comply^ with Title IX." ^ ; ;
Our.crtse yvas bnsfd on evidence supporting the f opo:wlr»g cWrge* r , r r .
1. 1'he series does not recognise the actions and achleven^ent^ of Mc^m^,
% It doef nov^^pw the s^me mmt for wj^men jind jifirls,.(i8 it doi^ijior
nieu and boys* - * ^ . - , ^- ^
^ 8. It assign; aMHUes^ tr^Us» interests and actiyiUea e»n tbo baslk o^ |ix^al0
.; aNdfemalestereoty|^e.^y/', - ■ \'[,^. ,,::.,V-.;-:,;/v^'v:^r.'. ;;:r'v..u.iv:
The iIoughton%Mlfl)ln books aimo»t totally' Ignore the actions and achieve-
ments of .women. There are twelve blographlea of men In thesp booKa a^td f<^f
of Women J Harriet Tubmai). Kate fcJhelle^, li^j^ra IngaMs wlld<?)r,
' I'Isklmo girl* , ' . '■, ■ v,,.'./ ' ^ -v.,;-
At le^st ninety-ohe names of men in h)atory>r<i i^ffeipea b tti^ ijtjdents for
theiif Interest ah^ JrtfomM^on» but only jibo\jt six nameji of wotneii* Who are
the^ jewl Queen \MorTa puch^ of WJndso;*, n<m Vm^ <?<^t^tt|i |Mt
King, Mrs. John Willi Oliom^^^
Regr^tluliyj, students, reading thes$ hpo!^ "
fibOut hfstoryV ifeerotnes. 3y the time of ^tl
iMft by Hpughtort'lWtWiti^ we are certain J^^^.x.^r^T. riiv^- -^rz j^i-^- i:r
tiutting together hlnety-one nj^mef of famw ?j^omeh; Th^ ^Ist c^wld beirta wjih
Congresswomen Shirley Chlsho^ snd TAtfey Mink <>tthls a\^b^
OS other members of Congress ^ho ajre d^lng so wch to improve
women In ediac^tloh toda^ Whatever. th^JwO books mw be, jf otti: c<«malnt
ffllis, KafamttW studc^ht^ ^lU be reading Jh^se biased wpks fe^, at
next fi\*e yeairs. r ' ; 'v^-:'' :-V i-
; . OV RCSPIJCT rOlt IVOME?^ >NP oii^tp; n . i
It Is apmirent th^t these books are not interested In what Womeh ahti girls
do. If! every teict in the series, every Categbrjr listed In the tahte of cot^t^nts
ha^ more males than feniales« \ \ / ^ « '> - ^
JWo of the stories in these books hslye mkle main ch^rA6tet^, Ofaly 18% have
female nialft characters. In Tip^rit the first reading book fot' flftt graldert*, all
th^ St<^rie8 center on bbys: A girl fiwt app^rs oh pag<j sJl Vflth 1i mop Jri her.
han<l» **^he mops the porch while the hoys play JmagihaMvely wlf h Wg (^^irdb^^hl
iKVi^^i In the sec6rjd grade reader, iSt?orcJ<, five stories are about male hftWitis,
fbiir hiK)Ut male animals, Kot one story features a feinale. Two other tms,-
if(i)f\hot€$ and A'ftlddrtiirope, have more stories about male animals than about
gtrli or women, The illustrations are predominantly male, too, tinging from a
high of ^Wc In T(ij^ti to a low of m^/c in lion$. the second pre-primer. v
JJv^h the poems reflect a preoccupation with miles: 41^o are niate-orlented, t%
female. Our readers were a little perplexed about how to categorize a poem in
868
?^ij^^^l^*Ai^y'^^^l¥^ **»^«3 four little egg« in jt. Ttie
untoov^n ftUlhQf bii» apllr titled thli liitturo-defjfltig vereep^m Secret." j
Maledomlniinco Pi'jeralU In the fimt^n well, tn ev0ry play In every t>ook th0'
5?JJ wale/lQ three p^^^ tljere <ire no female role^ at all. terhaM
tW/ la anwfcer area Wb#re a glrthSafoact llkoa bof toAchlere, ■
In all other aectlons of yie t^bU of cont^nte:$uch an skills lessons, fun and
games, ihor^ books to enjoy, and Informational Articles, the pattern bflds: male
ftems occur two to three times more often than female Iteme, S^or example, fifteen
of the InformaUonal artlclea are about male^K, onl^ one about a female, this t toe
a female dttck(flfa?aistei, p,4S4) • • T
This extreme prevAlehce of toalcs And In aome books the almost complete lack
of femaleii If In ftself demeaiilng. One Interpretation might well be that m^t^s ar0
more ImpOiftant than females,
E^ttt Jjouna Wd pronouna get ^ihort shrift Our first gradera learn "he" In their
first tjook,J'sh0*» not until tlie third bOoV, which Includes ^'boys/' ''himV and
"man'* in the basal vocabulary, but relegates "glrlsi'» '^her," aud^'woman" to the
supplemental vocabulary, (/)i«iiampPp%a-Mj • « w
Some of the conti^nt of these books supports false and stereotyped assumptions
about femaj^s. Arthtjr, the anteaten has the text^s approval for his assertion that
pUylna with girls Is not as good a« playing with boys. He says, "go I don't play
with girls, V » . Sbe throws like a girl" (PanorflwOp p, 88) '
An Eskimo boy is taunted: "Has-ka haa not the brave heart! Has-ka Is a
girl I . , . The beaten boys spirit sank to Ills moccasins/' iMap€$. p. SS^O
^ An entire atory l^ RaM&un (pp. 23-40) is about Lucy's incompetence, a pa^
ticularly destructive emphasis because It is the only story in the book with a girl
as the main character*
W^ndi^ QambUng, "a well known movie star»" shows women's value as sex
object:
^'Wenda Qambliny was hardly an expert on trafllo. But as the three other panel
mem))ers were elderly men <one stout, one bald, and one nearsii^ted), themodera*
tor 6f the prognim felt that the panel would be more interesting to the ftelevi*
sion] audience If Wenda were at the table*' (Oolo^^^ p. M).
A8S10I9INO AmuttcSp TftAitSp iNmeats and AcTivrrtES on ths basis oy MAtB on
Assigning al^illtiesp traitSp Interests, and activities on the basis of sex limits
Individual expectations and an»iratlons. Because of the limited adult role models
for girls in these books, female readers are encouraged to limit rather than to
expand their choices, Women are portrayed predominately as mothers, nurses,
librarians, and storekeepers, with few otter roles. There are only six working
mothers in the entire series. Of these six, two have unspecified Jobs. The others
are a seamstress at home, a farmer, a migrant worker, and the last mother Is
astro-navigatorp planet geologistp electronics engineer, computer programmer and
cook, all rolled Into one. Eight books contain no working mothers at at). Vet we
know that women and tnothers are working. The 1670 census for the City of
Kalamazoo shows that 41,8 percent of the women in Kalamasoo over the age of
16 are etpployed outside the hotiie.
OThe assnteption of the male as the doer is borno out by a list of all the work-
ing people portrjsyed In the books, Ther^ are 2i6 occupations held by men to 41
for female«, among them six nurs^, «lev^ teachertf, aMich^^and ^ bekgar. Th^
major oectipatlott for women In al^the books is housewo* •
A apeciflo example of thla inwultj^ Is tbb full list of occupations listed in the
secondjmde reAder ? . /
jror m^nrtjw^^k^ palnt^rp clrcua fjlown, circus tall man, ciwus
strotig m^n, flowef <art owner/deller, flbwer sh^^p owtier, toy shop owner,
policeman, truck drlvefp milkman, grocer. kl0htist> doctof
ToiP^ vfomn : mpthejrs, elemental'ir school teacher, iaursep i^ircm fat lady.
Such toxtbooks refieiJt not what We.s^ ^tound us today, but the old feitrlcfcd
rang^ of occupations f^ridb«*|ivifi^^^ v "^l
one (>f the prlfidjf^l functions of m American pnblic school mUtxn is to eiiafcje
piir chlldfen to obtain employment appropriate tp their potential, The eHmina-
tlon and prevention of discnrainatioh in employment, bas^ rn iAcerm^^
national origin, sex or ^jbiy oth^r Extraneous factor, is a commitment that ha^
bee4 reputedly, afitrmed by various FVdei^l itatu tea: To declare that girls should
be m\itM tho siWe opportunltl^i for >mptoymeht upon girWuatloh r$ boy^i'ls
a prificlple thAt <ew, wlfl 4ny lotkg^r dtsptite, B^t to subj^t girls to ii miol
3d9
mtfl of careful conditioning that discouragea them from conKiderlng certain
occupational rotea la to make a mocker/ of that principle.
Ourreni SiaiuB of EBW CmpiaM
Out complaint la now In Umbo, with IIEW postponing a decision on whether
it can inveatlgate the caso until guidelines to implement lltte Nine are written.
Tho regulationa, scheduled for release this months will determine the nature and
scope of HEW Involvement, if anyf in textbook questions,
Pet«r W. Holme«. Director of HEW's Office for Civil Rights^ wrote to Super-
Intetident of 8chooiSi \YiUiam Coats, asking blm to furnish reasons wh/ he
and the board do not believe the committee's complaint is valid. That information
and our committee's findings will be held for consideration if appropriate under
the guidelines.
AcHon rmUinp frm the ComplaM
Because we filed this complaint, more schools, more publishers, and more
• men and women know that aex discrimination does exist in public educatiou in
this country.
Increased pressure on publishers for revisions is evident. Not only Houghton^
MUnin but other major school book publishers have written to Kalamasoo for
guidelines used In selecting media center materials and have stated their commit-
ment to end Bex discrimination In the books they publish.
Our school system itself has done an outstanding Job this summed in reviewing
materials, revising teachers* manuals, and providing suggestions for teachers on
ways to supplement content of the reading series.
The Materials Review Committee niembers, representing school staff and thu
Committee to Study Hex Discrimination, have worked hard to present a lesa
discriminatory curriculum to the children ^ho are back In school this month*
The major task was revising all twelve of the teachers' manuals. Because we
could not change the content of the children's readers, we could only affect the
Mrta of the manuals that were not predetermined by U>e children's books, result*
In^ in very limited arid tn most cases, minor revisions. However, we took the
/ manuals and went through them page by page, changing pronouns, names, and
situations until we had less stereotyping and a better balance of the previously
male dominated Items. In the first grade book,DinoMurit for instance, we
' changed a story about Randy building a snowman to Mary building a snowlady.
(p. 223,)
VThere the teacher Is directed to ^vrite sentences on the board trm the manuali
they wDl not be as they appeared originally. We changed--
''Dad is digging up the little tree." to "Mother is digging up the little tree/'
and
^'Mother is cutting up apples for us" to '*Dad is cutting up apples for us/'
(p. 2m)
We added questions to encourage awareness of bias in the books. In TIffers,
which vou remember has on!/ stories with males as main characters, we wrote
in the following Questions under evaluative and creative thinking i
Could this story have been about girls?
What other things might the children (instead of boys) have made from
the boxes?
Why didn't Ben invite Jill to play with themt
How might she have added to their fun? (p^ 129,)
On an<>ther page ( W) next to a poem called "Tiger-CSat Tlm,^' we wrote : Have
another poem available with female animals.
Tfhe tochers will have a list of poems about females, girls and animate, as well
as copies of the poems th^mselves.
We also looked everywhere we could think of for non-stereotyped materials
for reading lists* We used the Feminist I'resa and Lolltpof) t^owen as well as con^
ventional sources and our own school holdings, to come up with an exlsilnff bibli-
ography which includes Harriet the fifpv and Hlia^ the Weekend ttat, The Hermit
Boy and Wi\Uam*$ Doli
The Materials Review Committee will continue to meet during the year, con-
cefitrating at first on other kinds of audio-visual materials which could supple*
ment the reading serlee.* Non-stereotyped movies and film strips^ posters, and
bulletin board materials are rare. Wo have suggested developing our own.
Houghton-Mifiiln's editor in chief for reading and language arts, John Hldtoy,
assisted the committee in important ways, providing bibliographies of non*
stereotyped books and spending an amiable and productive two days working
with school staff to improve the reading program.
ERIC
370
VhQ companjr bni plcdjrotl nU*out support In the atippteiuental material devcl*
opmHU ami im Imlicatoa that Kalawaf oo Is a pilot or target uyuiem In the studr
01! H«x dtdorlmination tn textt)0ok9. The Kal^ma«oo proloot will used as a.
UM)dol to bo followed in the futtiroj aocoffllyf to dompan
Tho most dramatic resuU of alt tboto ^flforta may bo the effect on Iho teachers
as they go through their mnuals this fall, marking them and revising them to
tegtfon Rutlo dominance and stereotyping wnero pocrslble. The/ will see for them*
selves what the umnxiais werf and what they can become. Most important, they
will be given the tools with which to offset some of tbo effects of that domina-
tion ami storeotfplng. Surely this awareness of sex discrimination i^nd of th^
school system's de^lr^ to ellnUnate it will reach into other areas of their teach* /
Ing as well.
yced for m
The meager changon that have been made with the cooperation of the school
j*taff and puWUherK are not sufflclent tocouAteract the effect of a reading progttiln
who*o content Js dlJMMiminntory*
Much of this modest progress results from the prospect that a federal law
might be enforce<l. That threat may vanlnh with tho pad^ge of guidelines for
Title Nino which excliKle textbooks, We have at present no way to prevent schools
from URlng discriminatory materials, nor have we found alternative reading
programn which trcrtt both sexes equally*
H.n. 208 would provide the support necessary to develop tools insuring Be:kual
(M]im)lty In education. All five of our task forces have made recommendations
Which need Il.a. 208 for Implication.
0( particular Importance to our work with textbooks are the following pro*
viMlonsi of the bill j , . ^
1. To find and declare that present educational programs In the United
States are Inequitable as they relate to women of all cultural and ethnic
groups and limit their full participation In American society. Sec. 2(a)
That Is simply true 80d needs to be said* V
2. To encourage the development of new and Improved curricuit^ms
Sec. 2(b)
At present even the latest currlculums and materials are dl^rlmlnatory, no
matter how hip the stories and bow strong the colors on the glossy paper.
3. To demonstrate the use of such currlctilums in model educational pro*
grams and to evaluate the eSectlveness thereof, ^ec. 2(b)
There \h very little research on the effects of sexist and non*«exl6t materials
and court^os on the attltudet; ^nd lives of students. Does the fact that only men
nre doctora in the books affect the aspirations of the girls? At this tlmci we do
not know.
4. To provide training programs for parents^ teachers and other educa-.
tlonaliiersonuel. Sec. 2(b) i
According to a Kaiioni School poll published last December, $4% of (he school
administrations questioned did not think that sex exists in curriculum ma*
terlals, nor have they looked for It. (^^aiioni $cKcoU, December, iWa, p. 18)
Although I suspect that figure might be different in a poll taken today, It does
indicate the great need to inform educators as well as the public about Sex d)8«
crimination. The effectiveness of the new materials will be determined chi^0y
by the attitudes of the'people using them. ^:
Conciu$ion ,y. r:: "
Discriminatory materials have no place in public edocatlon, A pobtlo school is
an Important agency of socialization. The knowledge children gain tb$ro ab^ut
role models and expectations is the main supplement to attitudes ieara<4 ^OM^''
The portrayal of society desirable goals and the demonstration of lio^lts ifet by.
the social order which appear In textbooks Infiuence children's (dea^ aiid exp^c*
tationa regarding how girls and boys, womeaand iheti, do and $h0Mt4 participate
in American life. ^^^^^^^^ ' ^ •
Because textbooks are a major tool of public school education, used by children*
daily throughout their school year«, educators fall to serve students* growth, and
development when materials present a narrow and restricted portrilyai of child?
hood and do not show a larger portion of the accepted and acceptable adult roles
open to both women and men. Y
371
Textbooks which aro approximately 60% tnale oriented di«orlmlnate agotaet
femalee. who comprice at least M9i Of the public school population, and deny /e«
mu$ HA equal educatloti. Oumnt books present roles which society liue»dea/or
wom^Q to oc^upjr before sex dls^^Hml&atlott became Illegal. Usiag materials that
dlseHmlnate againts women ahd tifls Is ethically Iniutportabte aud debtee the
pridclpie of equal opportcinlfy. We can no longer tolerate discrimination against
anj/kroupl . .
Tbii Women^s Educational EqMltjr Act is an important and desperately needed
t<JOl in otir constrtitciott of a public education system which offers equal oppo^
tunlty and ekpectailons for all,
Thank you.^; ■ ■ ;■ ^ '" y ' ~
ntf6tt or tnii i:u;utNmt poiioot TiJXTOOOka Task Foboc
? (By JanJefli^y,TaskVorceUader^ /
wbinen ar^ always ekcltable and nervous? Hciw
ng to make his bed becau^ that U a job folr ^ mh
tbM he :won*t weair a snowsm.De^ai^s^ they
, i<^Krlsttni4ypr'" .-...m... ..x^ ...
foM know hoW stubid she is f Why are the I
cahdoi
Ji^ref
yrSm* do iwidW K^W-
4m?i5?y^^^^^ el^ttjkiarK ^h>pl
textbooka may be early sour<je fbt some of tbW^J4W»
^ - - - ement fojf iuch ide<its,^m^
^ potent relnf or
aemtatsand
bb^ cJ^ iitbd/t^Hnti in ii|r<H^htebt^
siiRlpt ¥xt^iS^j*oiSi^t!^f^ ^ p4tt5^^'
fW ^^^^ *
mmi the 01
m t^b<>6k femAle
Iterial e^ li
;c^tabl^ tele off<tr^ t6 temaler is o^e^ot passiytty, depeM
. m k s?ttd/bf t
m figldly d^anc^ tnb di,
.,.,u7orboth boys AtidPglrV
icb jkita off^i^ ate ofeeK.d^gr^
. ,Jd owtfrfAln; whether fh* WxtA
l<^t stadi^it br feadiridf, music o^htond-
ettOUonatlS^ 4^d abo^i^ ill di^m^tlclty. tt eVe^ t^pecU
U it:6h^ir^^tUl6blSLV bn^ti b^M We (mention bow kch
remAie IS k: ontwiimettsionav nnpin newg. we que^iwn i, ^ .
In WMTiWay Kelplp d^^^^^^ th$ potebM Aspirations of $Wm/OA
SI Wbat^^to^^ ;esot(r<iefql f ^
mm^f km^^m^^^ much Bow 4 ^ti
n^ t^bjf tub 1*0^6 femAicSi^ he i^Wti^es wli^it iJeems tj^ be
lels kn be e*tteii^# hM^fui in ft child's self^^veiopm^^
self-d^velopmentt
aowem wb<i|^V| socie^ models miilntain
.^r^ttiS;wf th^>^ th^ MaW.aw;^^^^^ states tot amotiir the
sotttces of <K>ntttct expenetii^ed by yonn|chlJdre^ ate the lack of udequftte models
Sniihf flil# of h)le dMahds: Tbe^^k fm feels that the stJt role stet^-
tn^s m^t jptin^^^^^ the reality of our
cbattirt ' ^ ■ ...^ . ........... ...
ckanirtni s<kjfet^. By <K^ntia^ to t>res«ht tb^m to children at theiy mosit rulntt-
abfe abd malleable stages of deyelopmint, dolbg ajr eat deal of ham m
a tremen^oua 4t^^ftl6e tO^ 0^ Fo^oe ifeau«es tbAt the
icbb^ls bav0 hot ape^itW "Se* sfereotypmg aiid the double standards which e*i«t
for boys and lirK but the schooU <^^ii be^n to elimliiate the harmful effecti^ of
sex itereotrplilg and sexism by being In the forefront b providlnft equal oppor-
t9MM!$ ^ m^ find females alike, ft is to thif end that this report is presented.
With the help of a set of general guidelines (Appendix A), the member's of
the Task Force on Elementary School Textbooks read all the availnble ele«
mentary school textbooks, supplements (Including workbooks) and attidy prints
listed by the Kalamaxoo Public Schools as approved material for the 107M2
^ool yeay. The riders that reported th>ir findings on Textbook >lvaluation
^K-M (Appendix B). A total of IW texts, 65 supplements and 24 sets of atudy
, J ^ were eTaluated,
372
ciiiri)Bi:N*B BIX Botxa
Among other thingn, one of the remits of seilsm li tbat Miet that character
U deAned exclusively by sexi Such a belief 1$ the basis for many of the stereo^
tms about females and males cmturally imbued In alt of us. One example of
this ts the stereotype which says that women are by ^'nature'* Inferior and In*
tended only for wlfo-niother roles, Long before children learn to read, they
are exposed to these stereotypes through simple patterns most of us take for
granted. The choice of '*sex 'related'^ to Is another example of stereotyping*
(For further reference see: Mary D, M ier, "Sexdlfferentlatlon in Preschool
Children J Sex typlcal Toy Preferences and Knowledge of Peers' Sex-typical
Toy Preferences/^ Dissertation Abstracts International. XXXII. O-B,
December 1071.) Boys often receive erector sets and exl^ortatlons to become
otiKlneers, girls get dolls and encouragement to ptay hoiise.
Klementary texts, especially the readers upon which the majority of this study
Is baDed. play a special role in the stereotyping process. 6lnce they are presented
to children within the context of authority, they bear the stamp of official ap-
proval. Through them, children receive a powerfully strong message about what
society expects, of each sex.
The momg^B which searlngly strike out from <he pages of the readers Indicate
that thei^e readers not only reinforce sexism, but also limit girls* aspirations
nnd lower their selfesteem. The following examples typify the display of this
relnforcemeDt:
''Suddenly Lanl looked unhappy. 'Ail I did was forget T she said. 1 forgot to
take a book this morning* I forgot to bring my funny clown picture home this
afternoon, I forgot everything 1 1 wish I could stop forgetting/ " *
I.aurs problem Is remedied by her grandmotber*8 gift of a homemade pink
dresw with "remembering*' pockets.
^lary Is another stereotypic example ;
"T^t's have a party in the school Kitchen/' said Mary. "The girls are used
to It. They'll be less shy there/' ■
Qlrts can't help but get the impression, consciously or unconsciously* that boys
are Juore Important, more intelligent, have broader career opportunities/ (see
Appendices C, D, and E, lists of occupations and activities), and considerably
more fun. These Impressions are pointed out in many ways. For example, the
science texts portray a Kreat lack of positive aCtlvo participation by females.
The giria in the science texts are shown as timid observers while it is the boys
who actively execute the experiments and projects. Again we Arid the female
figures ns mothers doing household chores, nurses, and teachers. The male role
Is one of provider, builder, and protector.
Three readers provide further evidence of stereotyping. Jan^e trleii to get Billy
to buy a stutfcd rabbit* However, Billy makes it clear that he doesn't like to^
«nlmal8r-*he wants something that will Go J • In the story "Two Smart Boys.;'
the boys are able to save a trapper by whUtlIng with a steam locomottve** A tale
relating the experiences of Alvln the inventor Includes ... to make his bed.
It was a Job he dldn*t like, a Job for girls.'
Evidence for the above charge? corneal heavily from '*DJck nnd .Tane'a^ Vii*tlms ;
J^ex Stereotyping In Children's Readers*' published In l672 by Women on, Words
and Images. (WOW), and. most lmi>ortant locaUy» from the Kalanmsioo Public
Klementary School Textbooks Taj^k Force's serutlnUaMons and (Indtugs,
One of the most obvious findings was the great dlscrer>ftnoy between the number
of females to males presentetl In both illustrations nnd content material, with
mates outnumbering females more thnn three to one. Whether it be in math,
reading, science, hnndwrlting. spelling, social studlp«, history, henlth, or any
other subject, this same trend In rigidity of presentation reigns,
WOW finds that boy-centered stories outnumber glrl-centere<l ones five to two*
The Task Force has discovered that boys «irn money two to one over <?irls In the
math texts, nnd Hint boy?i pnve money five to one over girl**. In hnndwrltlria, girls*
nnme/i are seldom mentioned In the writing drllN. A typical science text fea hires
31 males. The Index of this book Includes only one female* In the spelling books
1 Mfire Frtendi OM and ytic, Scott Koreumftn ani Co., 1005.
* r^M.. ti. 44
.100.
;rjc
373
there are twortlilrdi more roales than femnles. From the WW atorles In 184
iKk)ki wlilch WOW reed, the following ratios were derived j male^blographtes
to female bloifrftphIe$, rtx to onei wale animal itorles to female ontmal fttorles,
two to one) male folk or fantaur atorles to female folk or fantasy itories, four
to onot
Although the Taik Force ha« concentrated primarllr on the evaluation of the
lK)ok8 of puMI$her Bcott, Foreman, and Co,^ studies have been cpnaucted which
Investigate many other publishing companies. For example, WOW evaluated 15
companies beeldea Scott, Foresman, and Co. Their quantitative analysis which
ap^rsln Appendix OJs clearly of note. , . ^. .i i ,1
The Task Force points out that boy protagonists virtually monoppllw trslts
like intelligence, creativity, brairem perseverance. Initiative and Induitryc The
theme of <>ne stoiry Is that Orandfatber ^nd the boys must come \o the M»cue
when QrandmA cannot put out a Hre. ^TroJect; Oenlus; ia a story whkh
vath two bov^ who are Inspired to discover if the Karth is really wund. With the
aid of Mr. 8coop*8 (sclents teacher) telescope, they proceed to^ flgure <Jls pw^fc
draw dUgramii, and in short demonstrate their ablUUea In this highly eompUca^^^
procese. AS it turhl ou^ they think they have mllrprov^ mtib U
hat and preseiit their discoveries to a school ttssembly» N0vertheleii^ the boys
discover their error and still prove. themselves lyorthy of resp0ct»
told
Thinker,
subtle euphemism t . >
**8mart Annabelle stopped t<> ask A few <juf<rtl0n>. 'What in the world are you
boys doing with that old sweeper and old fan And 0I4 <^lppery she iiald. *0r Is
it a Secret 1* *^
'*'0b, no.* I said •It Is no secret. W(? are WlUlng to share our great thoughts
with mankind. Howem, you happen to be a girl.'*;; . . . . ^ ^
The glrh in the readers have a big edge when it com^« to cbaracterijtlcs such
as passivity,' dependency, and Incompetewe. ^'Once Is Bno^^
the main character, bumbling around the kitchen trying t<) conc^M^t 9^ lalad r
>'Marcy hesitated, took out a few spoohiuls, end then added w gre^n^peiis,
cooked string beans, and the sliced olires. Therft now sb^
malnder of tne gelatin over the top. But the mold was too full, aixd ttio gelatin
bj^gah. ipiUinf over the sides* She trW to scoop up the slipperyf ml.i;ture. but
soon it was all ove^ everything.*' - ; ^ ■ U . v' a . 4^ V I,* » . ;
^ Jn the following selection from A beglniiing wader, It is lAteretWng to note
theroleof Jfane^
<*Pete said, 'fJook, Jane, I can do thls,^aij yon do lU^r'r J . j;- i ; . ^
; The Task Force canftot help but observe that after air tbit wyeTsaUon^ Jano
nevei^ doea anything. In the same book from whioh the above^w^^^ we^e UHen^
it Is clear that at t>lay girls are ''Mothers^' but no bovs ar^ <*Fatheri/^ ^ Jtn an*
othertext,more typical conversation parallel that of the aboy^^ • : > - 1 ■
*''0h| Wck I Help JanCr Ooheln jranel'.*^ r r ^ , : ^ \ ^ ^ t
H'Oh Dick I fleip Sally. 0lck,^i^^^ " v > : .
Sally J **Mlko I Come here. Come here/ Mike 1,H^^ ^ " ? v
Sample sUuatlohs Of girls needlng( help in atiother book ^are >^h^n! w4ter
overflows in the sink; a dog runs away, n shopping bw develops.a bole, a^ girl
loses her bat in the wind, and another girl gets UP ou a wiiU.but <;^phot get
dowh/Here we see that the boys ^ay. '^iOOk at me!; ^hllf the girls ^^^^^
Helpl Helpl Helprv" A picture In the front of this book shows five bo?^«
Ave girls In line. The five boys aire leading the line whllo the flye gjrl^ eW stand-
ing passively in the background. ThU is repeated over and bt(^r throughout the
series. The boy speaks in front of the doss. The boy is in tlie spotllgbt.v
^ Dieh nn4 Jane VicUm. St^ Sfereoippinp in Ch\Ur$n*$ Headeri, Prlaeet6fi, HX,
Wowfn>n Words and Imss^^^ Y .
5* ThfHlc''Sn<i i>o, Funteith Our frUndi, Scott Foreiman and Co,, le6^^, \ ^ _ i ;
« rtcic Wt tttnit Scott FoT«m»o and Co.. 1965, m ^ > ^-
w MMfc and Ddj fh$ Thrti Pre-Primtrit Scott rorciman and Co., p, 4*5.
374
tn Ut Another book, we m thd youn* daugh^r in tlie imWy reading paa-
•*t^?it '? the baokgfotjnd while her brother, Kee», has a very hrJght Ideal
^ "j?^>ther, there ar« a few fruJt boxes there. Mojr I make a ipeclal plat*
forttiforBobandmer*'*^ »
The "female** chrtracterlstlci of paMlvlty, Incompetence, and dependency are
ll?*!)^^.?^"**^'* amidst the pages, pointed example* come Jn the form of
llluirtratlonB. The front cover of one booK i^hows two boyji, one running and otio
riding In a go-cart They are In (he foreground. In ilw background are two fflrl$
who appear to bo i» their early teena, although thin particular text Is Intended
for use In third grade. Both girls are drewd In fcklrts and are fit^ndtng In
awkwardly btiff poses and eyeing the boys," In another illustration from still
another te^t, six boys are fthown In various relaxed postures, ITiey are dresHCd
in ieens. The one girl In the picture is attired in n lovely pink dress with hair
ribbon to match, shiny black shoes and is shown in a ballerina's rest post ure.^^
Opportunities for play and work run a similar gamut to that of personality
traits. Readers and other tetctn leave little doubt about which sox has the Mfer
time. Reftl and fantasy^ilfe adrentures take boy characters exploring In China,
accompanying Amundsen to the North Pole, catching cattle rustlers, and panning
for go]d.»» Female Walter MIttys keep their imaginations riveted on fun with
their future families. In a poem by Robert l\ Tristram Coffin, we see thatJ
•They hewed oak, carried water,
Their hands were kuuckiebom^s,
They piled on loads of syntax
Til! the small boys groaned.
^ They taught the giris such manners
As stiffened them for life,
But made many a flue t^peller,
Good mother and good wife.'*
Helping mother or playing house are about the only '^real life" adventures for
girt ffaders, other than the vicarious thrill that may come from watching Iwys—
a position In which girls oft^ find themselves In the pages of these readers.
Voi^tlonat prospects appear to be similarly narrow. Adult role models at the
same stem)types as the child protagonists, as is demonstrated in another ijcctlon
of this study.
Faulting of the readers ranges widely in the realm of stereotyping. Giris are
often seen belittling themselves' and other girls. In addition, boys often appear
to ;prove their masculln ty" by directing ^ttackn against girts. WOW's study
isolated 67 stories in which one sex demeaned the other and found that 65 of
these were situations In which females were the sex demeaned. O.ie story por-
trays a boy upset by the fact that, In his opinion, there were not enough boys
being Invited fo a party which he was expected to attend, ♦♦Mow about the boys?
1 *?.S?.^ |[*'^ party." » Girt characters frequently join In the sport of
belittling other females or putting themselves down with remarks liker^Tm lust
a girt bdt I know enough not to do that,** "or **IVh easy. Even I can do It, And
you know how Stdpld I am. *
Obviously, cbllaren*s readers have dominated our sex bias study thus far.
However, it Is Important to remember that the Task Force also finds fault with
Science, math, music, language and communications (including spelling books
and dlclipnaries), handwriting, health education, and social studies texts. Ex*
amnlea abound. In all the math lexU evaluated, the activity reserved almost
exclusively for alt adult females outside the home is household shopping, iitus-
tratlons as wen as lyrics WMgnlflcnnt in the music texts. The riiustratlohs
accompanying a song calledT What Sort of People Come to Your Town? portray
only males-astronaut, baksr, baseball player, carpenter, cowboy, doctor, musf-
dah, and janitor. One language text propagates the practice of rigid role defini-
tion as it states In the teachers edition: ^ . ■
♦ ♦ artistic lnteri)retation based on creative Imagination, In addition* to
Items giveti In the text, you might suggest some objects with moving parts for
SK?<*^l'*ri'*^*jtS^t*.*'^^A«*" *»d Co., ioss, p. 50^
M po. clt. p. WS, r^sisrf I.
j; g«tW«i«^eoU, Beiism \n Tetibeoki! Dsnali h Chaw. De^mbt r p, S3.
""Up. CIL, Fl#»S## P«lo<H. .
m
tho ctittdreti to act out. Doyti especially might welcome the opportuolty to portra)"
a Jukebox or a can opener for etarople/'
Another text uses as examplea ot poiwesslve nouns^ ''Ano^a hatj t)oy'a biko>
girlB* recetpea, ^ and uses aa examplea ot verba, Jack ran after tho l>aU. MarUyq
and Jano qtd (ho dUhea. Tbo pie la good. She bakea very well.*^ The sentence
uaage in <in elementary school dictionary la worthy of attention t
^ "Add J George aoon learned that when you add 4 and 3 Und 8, you haye 0.
Bh^ odded sugar to her tea/' r
*'Ar(ue { Cplutnbuii argued that the world was round. Her rich clothfg Urgue
hettoheveaUhJ^'*
^ V'tltadyrJogeph la studying to b0 a doctor. Uer constant study Is to plMse
herwarenta*''* •
tatW^^^ llbe steeped the tea In boiling water. Vrotmor Jones steepa hlm^seU in
Vbi$ aame dlcUonary includea au lUastratlou for the entry cradle. It por^raya
a man (a minerj with a tnlner'a cradle looking for gold. The aentenoe exiin^i^ea
for this i^Ord in $he caMl^^ the child la her arws.*^ .
The foUowtnir two examplea are typical of the stereotypic bemts to be
fouiid In school health W)oks ; '
. r.V"y>t^?P^f?^y*.^^^W^^y ^^'^ be a leader of men, and. every gtrl cah't be a
belle of the balU^** . /
**Th<i mi9iM most batalc step toward sex edpcatlon la a haj^ Jbome $nd the
g<H)d marital adjuatment iparenti'
The TiAsk Force >as noted that crlticisma of hlitory atid social studlea texts
reiiorted by simitar groups WvAriably point out that the contrlbuUona of wo^nfen
have been sllghted-espoclally ^t^^ of wota^'a rights leaden like ^mn B.
. Anthony* Elisabeth Cady Btanton, and Nourper T^th. The iAi)^ iit6e0 for
w0men*a collective struggle to gain entrance jtoto^U-nQtale colleges iii^d uiijveral*
ties, and their ever<ontiuulng battles for equaVeinplpyt^^t 0i9H)|rti^tiest^
It is important to keep in mind that the obiect Uti*t to blax^o apho^ the
render* they choow lolely for the aex role stereotyping tbiit extat^^ tcHlar, The
point la that i^hools coatrlbnte to the detrlmeniel coodrtiOA» svmuu^^ Kiila*
rmaieoo school .<rhUdren,": v y. i
The oWect also U hot to forco pirJa Into mala molds or vlce-vera^i. Tbe point
in that role deflnlMona on the bdsfa of sex aif^r to severely limit the freedom
of humHtf bemw io choolje the rolea they wuht, Tb<i follfiwlng defltiltio)^ are tnken
from two elementary dlct^ohftrieirs . ; ^ ;
f'^einlH^^e ^. like a wowa ^(>mftnly, weak, ge^^^
^'masculine 2p like a man, maniyi>trohg; vigorous***
"manly t as a man should be string, frank, brave, nobtOt independent and
■-.honornble,^ . v ' ■
^'.'womahly; 1. like a woman 2. as a womam sl^ould be $. proper or sultablo for
v4 woman.^ ■ <-'v? ri,;:^:;.:'^;:v^^./v---v^-;v ' -,.]■■ ?.■■'■
^'womanish s like a woman^ aultable fojr women rather thAQ mehi weak**
^*mantut? manly, bfavi.**' - : ■r-■..^■:.■^>^V:..■.::^^:^^■::^■;^->■/
^'manhood 8 i. courage, manlltteaii.*^ ^ ; r ; ? <
"manly 1 1. like a mahi as it man should be i strong. frank< brave, noble, in*
dependent aitd honorable.^ (Women are not similarly dedned.)!* >
All texta have stereotypes of the kind cited here^lctlonnrlea and readers
flj^e fat* from 4ione. ,
'aoWf «|*Kd ^eraMr^ JI'tiMef f)^l^nary, Scott ^or^iman ati^ Co., p, s;
'horiidik/ Bnrnhm Be^fiHn Of^ticnaryt Scott £*oreftu«Q aad Co.. p. dT^.
)W.,p, »98.
5i3il I?a!
376
The Tusk Force bell^scs thrtt Miools shciiihl strive to create a more o\m
lOcJety in which jrtrls and hoys nhoxM both have the chance to luiaU their
human potential, females without fear of being unsexed by ambition or auccesit,
males without worries about being called "sissy" for showing emotion or sensitiv-
ity or about enteriiig ^'feminine professions like nUrslng or librartaushlp.
It has been found that the popular ameHcan belief that males In the society
ab not stipiKM^ed to show any typ of emotional expression or feeling about them-
selves or ptners Is continually reinforced throughout these books. The detrimental
• effects of the stereotyping of males In this woy creates an artiflclal barrier be*
tween males and femaleg leading ultimately to the mistaken belief that because
ma!es shbw no emotion they have none. Most often it is males themselves who
most vehemently believe this. Limiting the i^ersonallty in such a way can only
serve to stifle gt*owth and maturity rather tfmn further it. In one story, Kees Is
witnessing the water rising {
"He fc4t Uke screaming right there and then ♦ ♦ But Just as he felt his
tears welling up, ha pulled himself together and bit hl^ lower lip. He mustn't
allow himself to become frightened. Xobody must notice how ho really felt.''*'
Uterinthestorirj
"Kees noticed his eyes were pricking, but he refused to cry so easily. \Vhy, a
boy of 13 didn't cry so easily. He kept swallowing hard Instead/'
Finally, Kees cry t
'•It was too much for Kees. Jacob put his arm around him and tried to com-
fort him, but Kees went on sobbing— no longer a big boy but an unhappy llttio
chlUl,'>«
In ''A Feminist Look at Children's Books,*^ a group simitar to the Task Force
makes the following comment with which we agree !
"Young women who have foimd it on uphill struggle to Identify with the
popular /emalo image will recognize It as propaganda--and not simply as a
natural reflection of life, XJnfortunatelr^ the girl and boy readers are not yet
experienced. Books that outline a traditional background role for women, prais-
ing their domestic accomplishments, their tjmldlty of soul their gentle appear-
ance and manners, and— at the same time— il-iil to portray initiative, enterprise,
physical prowess^ and genunle Intellect deliver a powerful message to children
of both sexes. Such books are a 6octal poison."
• Headers and textbooks are a top priority as we strive to genuinely allow chil-
dren of both sestes to fulfill their human potential. This Tas)^ Force raises a
difficult but not unsolvable question: Why shackle children with the outdated
stereotypes that make for so many frustrated, unhappy adults?
ADyLT 6BX ROLES
The adults who children se^ in their textbooks everyday are as sex stereotyped
as the children who appear in these books. Adult males are portrayed in almost
every cbncelvable occupation while adult females are seen working only at tra-
ditional female jobs and it is assumed that girls will follow these traditions
(Appendix C). in the third grade handwriting text the section on America's
workers pictures only males,** In the fourth grade handwriting text an exercise
asks the question "What Shall I be"? Women are shown as secretaries and stew^
ardesses. while men are pni)t8 and doctors/* The section on patriotism in the sixth
grade handwriting text, again, pictures only men as do all the historical stories
In this text*"
The KngHsh texts are a continuation of this trend. The tenth chapter in "The
World of Language " for sixth graders deals with American heroes, all of which
are male. In the teacher^, edition, Harriet Tubman Is Uat^ *'to keep the girls from
feeling cheated by an emphasis on male heroes." • Whether or not Harriet Tubman
Is presented, however, is left entirely to the teacher's discretion* Science books
show a great lack of active participation by females. ''Exploring Science" a
fourth grade book» shows seventeen occupations for males while tlie sole female
activity Is hanging up clothes,'* ^'Science, A Jfodem Approach*' includes. 80 men,
«</i>w. p. sr.
^tibraru Journ^ih XCVh "A Femlnlnlst Look at CblMreD»» Books," ^antjary 4fl)t<,
M A'StiG yntv^rie. 3«ner Bloft«r Company. lS6d. p. 8.
. *» Tht World 6f t0tiouqg9, Pollet tSducatfoft Corporatloft. iOTO. p. 146,
^Esplofiup SciencisAusn^^o, inc. 1060, \
. o ■ ■ ■
377
mo»t of them and two woinen, one WiUcbtng Ben Franklin anU one
housewife," Social 8tut1le« la another area where girls read olmost exclusively
about men In texts that overwhelmingly ignore female contributions to soilety,
In the 22 fifth and sixth grade social studies texts read, men were U»ted In ttio
Index 1,500 times, while women were ll»ted only 00 times. Occasionally, adult
women In math texts do have Jobs but no mention Is made of their earning luonevi
saving, Investing or making large inirchaseH, All of thege activities nro freiitiently
discussed with mates as subjects.
Over all other traditional female Jot»s, the most highly vnlue<l role offered io
girls Is that of housewife and mother— the two appearing to be Inseimrable. Single
women are mliflts to be pitied In the textbook world. In the reader ' Wide Hon-
sons," Aunt Bet with her homo sewing could keep herself but that wafl alL Bho was
twenty now and ought to be mArried but had fancied none of the . , i boys
Around. People laughed at her and called her the Princess.'" The mesfiioge comes
through very clearly : gtrls really ought to be married and become motlierfl. In
healtli« handwriting, spelling, science and engllsh bookn, women, when they ap*
pear, are overwhelmingly portrayed a« mothers working at their domestto duties.
In music bookt women are confined to this role In songs and illustrations. ThU !$
Mu$k> haft a song for girls entitled ^'Whorn shall I marry r» <<Rlch man, poor man,
begg(<r man, thief, doctor, lawyer, merchant, chief,*' The themo Is a popular one
and the message is that girls have to find husbands and that Is their first and most
Important Job.
Though a girl may have a talent or interest, It Is rarely developed for her own
sattsfdcttoh but Is viewed as bait for catching her husband. For example, ^ , , she
had grown up on a farm, learning how to spin, weave, cook, sew and keep house , , i
iho kind of training that would be useful to the Avife of a hard working, enter-
prising young nmn.^In Vistas' a stanza from a poem by Robert P. TristraUi Coflin,
tells what amerlcan schoolmasters did for girls;
''They taught the ^tris such manners '
. As stiffened them fpr life, '
Butmademsny afinespellerj . .
Oood mother and good vrlfe" **
Yet even when a woman reaches that goal of marriage and motherhood, she
stIU M not treated with respect or as a mature adult The Task Force finds that
motherft are second only to their daughters In dependency, passivity; Incompe'*
tence, lack of imaginativeness and Ingenuity and neatness. Even young boys are
often shown saving older sisters and even mothers from disaster, In a story from
**Wtde Horitoh*' the son is helping to save, his family from a flood which bis
sister sleeps through, Kees, the young hero, thinks to himself, Hadn't Mother and
Trui gone through the ^me thingt And even if they Were Olderf they were, after
aU only women, A big boy ought to be able to take at least as mlich as they
could,*^ In Open Highways cousin Alina, a forty year old woman, is afraid to
. tions lllte this repe^ated time atid time again in textu ^^n't help but give childrea
the opinion thut Women are extren^ely dependent and Incohipmnt creatures,'
Mother isn't too good at handling unusual situations either. In one story moth*
er's sot) has to sit up in a tree for hours until father comes homo and rescues hltn
with a ladder. Apparently for mother to go out to the garage and get a ladder
would have be^n outside her rigidly defined domestic role. It takes a father who
Js good with gadgets to come ud with that clever solution , , . Back to the flood
story for one more example of mother's reaction in a crisis. Kees was feeling
much better now that there was a grown man in the house, Women were always
so excitable and nervous. He saw that his mother was even more worried now
that Honwellok had told her the latest news."
Mother's activities consist of domestic duties, cooking, washing dishes, baking
y^oodieB (with her daughter or for her son) ironing, sewing and cleaning hei^
always tidy house. An obsession with neatness is another characteristic of
mothers. She almost always appears In a dress and qnite often in high -heels and an
«v.vMvv « m .,*vr rr *li>i)roftcA, Holt. Rlftchart and Wlnstoo. 1066,
fMWe /fpHjotW|8coU, Foresaian Compjoy 1005, grado 6, p. 154,
« W we HcriMQHi, ficott, FoieBmAft Compatjy, 1065.
" r ^f.<Wi Scott, Forcsttan Company. 1065, grade o, p, 153.
«f Wifit Horizon f SCOtt, Force in a a CompAfiy, p. OT.
wop<!a;/«^^icovi,ioe5.p.2d6. r .
stay alone, so she has two young hoys come and stay the night with her,** Sltua-
VW« lf«Wio«#^ Bwtt, Foreimaa XJompatiy, p, 41,
378
apron. She constantly Instills this pn^lon for neatne&s and i^ersonal Rppearance
In her daughters. In a story la "Friends Old and New" the family Is expecting com*
I>any, Mother says to her small daughter, I know that you want It (your hair) to
look pretty when our friends come to visit,** This small child then sita under a
hair dryer, suffettug discomfort and boredom for the sake of ''pretty hair/' while
her brother isn't even called Into the housa to change his clothes! In ^Thlnk and
Do, Fun with Our Friends" the boys are going to the farm with grandfather. The
girls want to go too but mother Insists that the girls go with her. They are
unhappy, but when they find out that they are going shopping for dresses, all
is well. Jane and I want to go to the farm with the hoyK But we like to go here
too.** Apparently they do (in the textbooks' anyway) because they are almost
always pictured In pretty party dresses, good shoes and ribbons in their hair.
Adult women in the texts, unlike the men, are either job holders or mothers.
Though the United States Office of Labor statistics stated that in 1970 57^ of all
working women have children under 18, we very rarely see a working mother
In textbooks* As a mattejf ot fact, mother rarely leaves the house or yard, When
she does manage to get awayr there almost always seems to be some kind of
minor disaster, thereby emphasizing the point that mothers belong in the home.
In More Friend's Old and New there is a story about a man who says his wife^s
work is easy so he stays home and she goes to the fields. He has so many pro.blems
that the closing line Is "Never again did he offer to keep house," The moral of
the story— things are best the way they are now. Yet a mother's work is not only
never done but It is never respected or looked on as very important The textbook
children never hush to allow their mother to concentrate. Does she ever concen*
trate on anything? Nor do the children ever bring her cups of tea while slie
relaxes with the paper the way they do for their father. Doesn't this imply that
mother has no real work and therefore doesn't deserve a restt
With the type of person mother Js» It is no wonder that father U the exciting
member of the family. He is the chlldrens only link with the outside world. Father
does fun things with the children. Father solves problems and father makes
decisions. Father knows something about every thing 1
Many of the Task Force members expressed concern al>out the manner in
which marriage Is portrayed tn the textbooks. Since It seems to be an assumption
that marriage Is an Inevitable 6tep In one's life, why are all the marriages in
these book so Joyless, All demonstrations of affection are off limits, as are
quarrels. The relationships between all people in the textbooks are lacking In
human warmth. Their nonemotlonallsm makes them shallow, unrealistic and
uninteresting, A child learns little about interpersonal communication irom
these books, . J
Even though there Is no closeness between husf>and and wlfe^ne doesn't
find homes without both a mother and a father. What effa^ct does the pon-
existence of one parent families in texts have on the children who pre pr^sejiitly
living in such families? Approximately 15% of th9 children in our sc^ool^ live
with only one parent and the number ia rising ^rers year due to the Jifgh failure
rato of marriages in this comtry, Children whose backgrounds are BigmUc^t^ti^
different from those found in all of their textbooks may choose to cond^inn
themselves or their families for being atypical or abnormal. W$ do tiot feel
that such a perception Is healthy and positive steps should be taken to Avoi<? it.
It is not only the portrayal of the family that suffers from a distortion of
reality In these textbooks, for other real life situations are rarely seen pn their
pages either. People do not engage in artistic activities or become depressed i
parents do not hire teenaged babysitters, adopt children or get sick, and children
do not wear glasses, take music lessons or wonder about God, The textbook
world might better portray varying life styles which would include children, both
boys and girls, who occasionally get dirty, affectionate husbaudg and wjv^s»
working mother, and yes, even an occasional house-husband. In short. It is the
belief of the Task Force that distortions of reality are not useful to young
people as they develop and seek to attain a perspective of themselves and their
world.
Conclustom and RecommendaUom
It Is the conclusion of the Task Force on Rlementary School Textbooks that
all of the texts reviewed are sexist and must be revised before going into a new
370
printing* It is the r«commendatloQ of this Task Force that the Kalamasoo Public
School System refuse to buy any new textbooks for any area of study, until
they ineet guidelines, as e.g., suggested and developed by the Instructional Media
Department of the Kalamazoo Public Schools in their ''Guidelines for a Kon-
stereotyped Portrayal of Human Roled in Media Center Materials ^Appendix
0)*'' We would remind the Board that their original motion which created and
charged this Committee also instructed '^the admlnisration to look into the
matter of working with book publishers after such a study was made. The Board
bas the power and the responsibility as a consumer of these textbooks to demand
changes in them. We recommend that you write to tho publishers telling them
what, specifically, is objectiodable in their texts that you will not buy their
products uhtil such revisions are made.
According to an article In the December issue of Nations Schools, '*Sexlsm
in Textbooks," only a few years ago educational publiskers were chuckling over
charges of sexism. Kow they no longer find it so funny and they view sexism
as analogous to racism. The article goes on to say that some publtshet^, such
as Scott Foresmah and Houghton Mifflin are already marketing new reading
profrrama which they claim cancel out feminist criticisms of their earlier publi-
cations. For example Scott Foreman publishes a new second grade reader in
which is included a story entitled "Lucky For Me**. For years the venturesome
hert) went from ocean voyages to amusement parks alt by himself. Now due to
internal prompting by many of the company's female editors the hero is a
heroine.
Another example of Scott Foresman's new style girls is Susie, the soap box
derby queen. The illostrations accompanying this story show Susie, still wearing
her helmet, and proudly displaying her trophy. However, we cannot help but
wonder how Susie's t-shirt remained so spotless and her skin so free from any
scrapes and smudges thn%ughout the race that put her at the top. . . . Although
such moves on the part oi Scott Foresman to revise a few stories in a few texts
may bo considered by some a commendable solution to sexism charges, the Task
Force feeis th^t such token efforts fall short, far short, of eliminating sexism
in the text^ We seriously question the new consciousness of Scott Foresman,
particularly after reviewing Windom, Dooncayi, BridgeBt a 1972 reader they
are offering to schools. Out of a total number of 24 stories and poems In that
reader, one poem and two stories feature girls as main characters, while the
remaining stories and poem?, 21 of them, are centered on male characters. This
is not a significant improvement to be acceptable to the non-sexist consumer. No
otkC.of course, expects publishers to conform to strict statistical probabilities
in writing their texts, but the blatant bias which tbis study has shown to exist
must be erased. If this Is not done, then the Kalabazoo Public Schools must
develop their own non-sexist reading program, calling upon the professional
expertise already existant throughout the system.
Interested feminists, parents te^^chers, PTAs, administrators and Boards of
Education all over the country are starting to demand that publishers abolish
sex role steretoypes and publish materials that will encourage both boys and
girls to fulfill their full hiiman potential. No one is predicting how long such
changes will take. Indeed, it may take a few years. In the meantime, however,
there are a great many things that the Board of Education can do immediately
to help counterbalance the destnicllve forces of the materials currently being
used by the school system.
The most crucial and fundamental step that the Board can take is to help
make alt its elementair school staff aware of sexism in the materials they are
using. There are a great many articles written on the subject of sexism In text*
boolu— a list of articles appears at the end of this report. The Task Force most
highly recommends an excellent booklet published by Women on Words and
Images entitled Dioh and Jane at VIcUm: Se:t Steretoyping in Children'f
Readeri. The booklet is an easily read eye-opener and it offers a comprehensive
system for identifying sexism, which can be applied to texts of all subjects. This
Task Force report Itself c&n be us^'d for this purpose and we recommend that
it be distributed to h\\ eleme^itary school staff.
Once a teacher realizes the harmful effects of daily exposure to sexist materials
there Is really no limit to what he or she can do with tho materials currently
available. The aware teacher will recognize the sexist nature of the suggestion
in the Teacher*s Manual (World of Language, Follett Educational Corporation,
ld70, p. 29) that . . you mi^ht suggest some objecti* with moving parts for
the children to act out Boys especially might welcome the opportunity to por*
380
tray a Jukebox or a can opeDer." Such a teacher, will, of course, see no reason
why glrlft wouldn't like to or can't portray a Jukebox or a can oi^ener too. As
children are reading their texts and seeing mothers who do nothing but house-
work, an awaro teacher can suggest to the children that while mothers do work
in the house, many mothers work outside the home as well. A profitable class
discussion cau be held about all the Jobs In which working mothers are engaged.
Children could also talk about hobbles that their mothers pursue, something
never seen in these textbooks, or even the volunteer work tbeir naothets do upon
which our community Is so dependent.
Once the process of t>eeomlng aware of the sexist nature of their materials
and the harmful effects such materials have on Tieir students has begun, the
teachers themselves wlU find many ways of oveicoming and/or supplementing
these materials. A group of teachers, educational researchers, and graduate
students met in Ann Arbor recently to invent easy ways to ''Liberate" any class-
rooiD. Here are some of our and their suggestions.
Everyone likes to eat. Let's teach everyone to cook.
Encouorage gtrls to use manipulative materials like electric sockets and
cords, screwdriver^ and hammers. Making sewing machines and typewriters
available to boys as well as girls.
Look for books with Strong heroines and for superior biographies of
women. Cnllect newspaper etorles about women. Display pictures of work-
ing women.
Teach boy^^ find gtrls Int^r sex sports like volleyball early.
Eliminate *'glrls* comers" and boys* comers-
Invite mothers and women friends with special skills to visit your class.
Teach girls as well as bf... 3 to help with audio-visual equipment, and boys
as well as £:irls to clean up utter messy projects. Choose boys and girts as
library aides.
Write your own math problems. *'Ann's mother needed six feet of lumber
to make a bookshelf . » *'BlU and John were cooking spaghetti for four
friends. They bou^t ..."
Encourage children to make their own studied of sex stereotypes on tele-
vision, in magazines, and In books.
Learn about the history of women In America. If you are a woman, be
aware that you are an Important role model for your class. If you have a
family, talk about It. If your husband shares the housework, mention
It. If 70a experience discrimination, discuss it If you are good at carpentry
or baseball or car repair demonstrate It I
Have a "Woman of the Month" bulletin board.
Encourage your students to write their own non-sexist materials as a
class project
The Task Force recommends thst the elementary school staff immediately
adopt these and other methods that they themselves might develop as a means of
comba^DK ^tirrent sexist materials.
Up to this point the recommendations mada by the Task Force are things that
can be done Immediately with little or no cost to the school system. If these
recommendations are carried out in a conscientious program, a good deal ctn
be done to offset the currently available sexist printed materials.
We now recommend some steps that should be taken as soon as possible which
would involve certain expenditures in staff time and money. As we have pre-
viously Indicated, It may take a few Teata before publishers are printing
books that are acceptable in terms of the gruidelines proposed In Appendix O.
Therefore, the Task Force recommends that as soon as possfble the Administra-
tion design and produce ade<iuate materials to be used as supplements to the
present materials and difttribnte them throi^hout the elementary school system.
Wp should like to remind you that not only staff, but the children themselves
can design such materials.
ERIC
381
The T&8k Force recommendB that as soon as possible inservtce training pro-
grams be conducted for all elementary staff for the purpose of increasing tnetr
awareness of the issue of sexism and its detrimental, dehumanizing effects on
children*
The sincere hope of thU Task Force is that the harmful sex stereotypes and
discrimination seen In the materials used in the Kalamazoo Public Schools be
eradicated. Patents, teachers, and concerned individuals can write to publishers
demanding that textbooks be revised, and urge them to do so But only the
Board of Education can refuse to buy this material and provide adequate al*
tematives. The Task Force on Elementary School Textbooks asks you to do so.
Appendix A
T£XT&OOKS EVALUATION COVEB SHEET
In evaluatinir the material, the primary concern Is for a positive and honest
portrayal of girls and women. As you can see, the evaluation sheet is primarily
designed for reading texts and may be awkward when used for other subject
texts. If so, use your own Judgment and make whatever changes you think nec*
essary* keeping in mind that our major points of concern are covered in the
evaluation sheet
As you investigate the material, consider the following questions r
—Are girls and boys participating equally in physical and intellectual ac-
tlvilles?
—Do girls have a variety of choices and aspire to a variety of goals?
—Do the male characters respect the female characters and respond to them
as equals?
—Are girls developing independent lives, independently meeting challenges and
finding their own solutions?
—Are mothers employed outside the home? In what capacity?
—Are mothers only one-dimensional characters^namely, only mothers doing
household chores?
—Are there any one-parent families?
—Are fathers and children of both sexes involved in domestic chores?
—Are fathers shown in any other than the stereotyped role of man going to
work and doing male-tyi>e chores on the weekend?
—Does the home look *'Uved in" by real people or *'ready for company?"
—Are girls portrayed as adventurous and aggressive as well as sensitive, and
are the boys gentle as well as strong?
ERIC
382
APPENDIX iJ
TEXTBOOK EVALUATION SUlifcT
Excellent Good Acceptable Urucceptebl«
K through 6
Subject
Trade
i»ook Title
Series
Published by.
Date
t<ui*iber of Btoriea.
liutnber of bio^taphiea
of males
of Ceual<ia
Hales maid cKaracter
Feuales naio character.
Saovld types of activities - Soys
Sae^le types of activities Cirls
Uov are adults portrayed?
ften .
\tomen
Give page nunber and brief descriptioj of iUustratlofi to be copied)
Give page and Quotations to be copied;
Kow many stories are unacceptable? tlst aud give reasons.
CocMBentsi (use other side of needed)
383
Amxotx O— OoctJFATroNS OF Adults
ReADZNO TEXTS
This list Is only one example of haw completely we channel the aspirations of
our female children. It Is not difficult to understand why, after this socialization
process, only the most enterprising of young women dare to challenge the estab-
lished patterns of male-dominated actlTlties.
factory worker
librarian
dancer
seamstress
tnald
lab technician
cafeteria worker
OCCUPATIONS CF WOMEN
teacher
movie actress
ticket seller
nurse
store clerk
weather girl
telephone operator
OCCUFATtONS 01 MEN
housewife
secretary
scientist
singer
anthropologist
girl scout leader
iralu cii^iucvr
aucaropoiogiSb
physicist
president
laCiory wor&er
aentist
doctor
iiain conaucior
sailor
inventor
1 vciuu U
POllllClau
news reporter
school principal
moviemaker
orator
skin diver
barber
shoemaker
tailor
rancher
astronomer
newscaster
stt^tion attendant
meteorologist
mechanic
computer operator
garbage man
violin player
astr6naut
merchant
carpenter
gardener
banker
taxi driver
pilot
metal worker
contractor
teacher
coach
fair manager
skier
Jockey
lumberjack
sky diver
matador
minor
priest
pirate
fisherman
oil driller
artist
engineer
soldier
Industrialist
businessman
baker
zoo keeper
mineralogist
glassbtower
hunter
professor
detective
lawyer
forest ranger
salesman
spy
fireman
captain
telephone man
auto worker
mountain climber
surveyor
butcher
silversmith
veterinarian
electrician
truck driver
mover
t.v. camera operator
oceanographer
chemist
blacksmith
orbthalmologist
draftsman
weatherman
painter
bricklayer
chef
mailman
bus driver
museum guard
health Inspector
counselor
RIC
384
AmNDtx D— Representative AcTiviTits of Childben
HEADING text: ACTIVITIES OF BOYS
rake leaves
plant garden
give magic show
ride in wftgons
fix things
hu\U\ play house
hide girl's toys
read books
get haircut
get cat out of tree for girl
direct traffic
make toys for gSrls
ptay on trapeze bar
shovel snow
go to store for mother
cook (In emergency)
build train track
mak© oar Into wheel barrow
make wheel barrow Into sled
wash car
go camping
And fox
wipe dishes
take care of pet goat
climb trees
fly In helicopter
use telescope
row t)oat
shine shoes
shoot gun
write secret messages
live on houseb<yat
get ball down from tree for sister
help father pour cement
go to farm
play football
hike in woods
dig in dirt
ride in raft
rescue hat for girl
6nd sister when she is lost
play rough with dog
cook over open fire
paint
help girls out of trouble
ily toy planes
invent things
spray paint and build blrdhouse
play Hreman
go tlshing
sell bike
stay alone with friend
rescue sister from closet
collect wild pets
tame wild horse
catch escaped goats
make telephone
watch parade and fireworks
dog sit
fish with harpoon
fill pool for sister
save family from flood
do headstands
play basketball
discipline sister
skate
put on puppet show for girls
ride bikes
ride horses
buUd beach chair
catch pet rabbit for girls
help with farm chores
fix toys for girls
play with trucks
s<iuirt hose
make snowmen
play outdoors at night with flashlight
garden for neighbor
make and fly kites
build car
ride bike to park for picnic ^
swim
find bird for girl
build ship toodel
go to baseball game with friend
make flashlight
make animal cages
climb mountain ^
build go cart
play violin
play cowboy
ski
ride In motorboat
find bear for sister and mother
clean garage
watch workmen
ERIC
385
Appendix K— Kephesentative Activities of Children
beading text8: activities of girls
model hats, coats, and dresses have tea party
walk v.ith book on head worry about *clothes
help mother with dishes lose hat
help mother cook watch boy's puppet show
help mother clean get lost
iron march Incorrectly
dress up In mother's clothes let pet rabbit get away
watch brother cook (in emergency) get dressed
get up on wall and can't get down get ball stuck in treo
lose groceries through hole In bag play Indoor hide and seek
help brother in tug-of-war with dog have "pet'* vacuum cleaner
forget to take picture home forget book
let pet bird out of house ride horses
save dog from drowTiIng play with walkie-talkie
get pretty clothes splashed with mud go to camp
play In house built by boys play *'statue"
look for toys hidden by boys sweep
stay home while boys go to farm play with dolls
talk on phone get hair done in curlers
sew go to store for mother
shop for clothes make flower lei
skip rope sing
play with kittens lose teddy bear
lose shoes ride bike (in dress)
vacuum forget lunch money
jump rope dress up in grandma's clothes
play In snow cut flowers
lock self in closet read books
Appendix F— Fifth Gkade Class Evaluation or Second Grade Text
After a discussion about sex dlscrlmlnt tlon In reading texts with the 1971-72
fifth grade class at West Main School tatjght by Ms. Gregory, some of the mem-
bers of the class decided that they would like to do a project on this topic. They
read a second grade reading text, FriendB Old and Nac^ published by Scott Forej>
man to determine whether or not it was sexist. An evaluation form was designed
for their use ^ and their findings are reported here.
Out of 40 stories that they read, 30 of them had boys as main characters while
only 10 were based on female characters. These 5th graders also found that the
activities of boys and girls were very different in the textbook. The boys are
often busily engaged In active games such as l>asebaU or football. They fly kites,
visit friends or go to the park, build things and ptay with such varied toys as
trains, cars, boats, airplanes, sledf, tools and drums. The girls, however, play with
dolls, teddy bears, play stoves and dishes. They sit under hair dryers, have tea
parties or do housework. When asked about exciting and interesting things boys
do, the 5th graders found that boys play with dogs, ride bikes or go fishing while
girls, once again, clean house or play with dolls. One of the girl students said,
"Girls do nothing really, unless you call cooking and stuff like that exciting."
Asked whether or not the adults In the book look or act like their parents,
teachers or other adults they knew, the 5th graders answered six to two that
they did not, saying that the adults they know don't look like the pictures in the
book, aren*t as nice, and don*t act as goofy. Finally, when a^ked if sex discrimi-
nation touched them, one girl said, "Yes. When I want to play a sport they won't
let me because I am just a gtrl.^'
This exercise by these 5th graders resulted In two notable conclusions: (i)
children do notice the distortions of reality presented in the textbooks and (2)
their basic findings were the same ours.
The Task Force would like to take this opportunity to thank Ms. Gregory and
the following students for their participation in the work of this Task Force
and their help In making this report more directly meaningful: Donna Al^cs,
Gregg Blohn, Andrea Ctason, David Collins, Roger Meint, Nate Stegall, Jacqule
Stlltner, and Fred Webber
^ 8m lut p&ge of Appendit F.
386
BOOK EVALUATION SHEET
Bow many stories with boys as main characters? 31.
How many stories with giris as main characters? 9.
What are some of the activities of the boys? Help other people do things and
pJay with toys.
What are some of the activities of the girls? House work.
What types of things do boys play with? (Boys' toys) Baseball, footballs,
trains.
What types of things do girls play with? (Girls' toys) Doli» ball, bears.
What do the boys seem to think about girls? Nothing.
What do the girls seem to think about boys? Nothing.
Some examples of exciting and interesting things boys do: Helping and
leading other people.
Some examples of exciting and Interesting things girls do: Work, playing
with dolls.
Do the adults In the book look and act like your parents and teachers and
other adults you know? Yes No X. •
How are they different ? They're too goofy.
How are they alike? No way.
Can you give any examples of sex discrimination that you have seen or ways
that sexism has touched you? Boys leading girls and having fast answers and
ideas.
Appendix Q— Kaumaeoo Public Schools iNSTaucnosAL Media Department
QVtVtLtJftS rOR A POSITIVE, Iff ON- STEREOTYPED PORTRAYAL OE HUMAN ROLES IN MEDIA
CENTER MATERIALS
1. Are both parents and children of each sex involved in household tasks?
2. Are fathers shown in roles other than going to work or doing mate^type
chores? Are there family concerns, community concerns, personal growth con-
cerns?
3. Are mothers shown in roles other than housework or child rearing? Ate
there family concerns, community concerns, personal growth concerns?
4. Does the home look lived in by real human people or is it a ready for
company sterile home?
5. Are there accurate portrayals of one*parent families?
6. Are there accurate i>ortrayals of multiple parent (dlrorce-remarriage)
families?
7. Do the male characters respect the female characters and respond to them as
equals?
S. Are mothers employed outside the home? In a stereotyping or a creative
lob?
9. Are boys and girls portrayed with a range of human responses— girls ad-
venturous and aggressive as well as sensitive, t>oy8 gentle as well as strong?
10* Are boys and girls participating equally in physical and Intellectual
activities?
11. Are girls developing independent lives, independently meeting challenges
and finding their own solutions? .
12. Do girls have a variety of choices and aspire to a variety of goals?
Adapted from: LHile MiH Muffed Fiffhia Back, N.Y. Feminists on Children's
Media, 1971; CltlEens Study—Sex Discrimination in the Kalamazoo Public
Schools. 1972,
Bibliography
1» Chambers, Dewey W„ CA(Wren'« lAieraiurc in the Curriculum^ Chicago, Illi-
nois: Rand McNally, 1971.
2. Chase, Dennis J., ''Sexism In Textbooks?" Kati<m*9 Bchooti, XO, G, (Decem-
ber 1972), p. 31-^,
3. "Children's Perception of Adult Role Assignment." Journal of Marriage and
the PamiW, XXXiV, J. (February 1972), p, 6^-65.
4. Cotler, Sheldon and Palmer, Richard J., "Social Reinforcement, Individual
Difference Factors, and the Reading Performance of Elementary Schcol
Children/* Journal of PertonaiUv and Social P$ycho\oov, XVIIU A (April
mi),p.97-m
Frtcndi Old and New, Grade 2, Scott Foresman, New Basic Readers Series.
ERIC
387
5. Durrell, A., "Trends in the Publishing of Children's Books," flKnoli lAbrariei,
LX!U, (March 1971), i>. 102-196.
6. "A Feminist Look at Children's Books." Library Journal XCVI, 2, (January
15,1971), p. 235^m
7. Hall, Kdward, Tho Sileni Language, Kew York: Doubleday. 1959.
a Hartley* Kuth "Sex-Role Pressures and the SodalizaUon of the Male
Child." Psychological Itej^orfs, V, (li>59), p. 457-46a
0. JofTe, Carole, "Sex Role Socialization and the Nursery School : As the Twig
is Bent." Journal of Marriage aiid the Familv, XXXlll, (August 1971),
p. 467-475.
10. JoshI, Asha K., ''Sex-Role Pi-eferences In Pre-school Children frwn Five
Subcultures of the Uulted States." Diuertaiion AbntracU International
XXX, n-B.sm, (May mp).
11. Key, M. R., "Role of Males and Females In Children's Books: Dispelling all
Doubt.'* WiUon Librartf Bulletin, XLVI, (October 1971), p, 167-176.
12. Meltzer, H., *'Sex Differences In Children's Attitudes to Parents." Journal
of Qenet, Pmhotogy, LXII, (1W3), p. 311-326.
13. . ^ »'Sex Differences In Parental Preference Patterns," Character and
Personality, X, (IWl), p. 114^128.
14. Munger, Mary B., "Sex-Differentlatlon In Pre-school Children: Sex typical
Toy Preferences and Knowledge of Peers' Sex-typical Toy Preferences."
Dissertation Abstracts International, S6ie, (December 1971).
15. Musgrove, Peter, "Some Measurement of Children's Values," Social Science
Information, X, 1, (February 1971), p. 137-154.
10, Mussen, P. H. and Payne. D. B.. '*Parent-ChUd Relationship and Father Iden-
tification Among Adolescent Boys." Journal of Abnormal social Psychology,
LXn, (1956), p. 35^^-^i62.
17* **Sex and the Single Child." Wilson Library Bulletin, XLIII, (CkJtober 1971).
p. 144-1S4.
18. Sllberman, Charles, Crisis in the Classroom, New York: Random House,
1970.
19. Statistical Abstrnct of the United States: i971. Washington, D.C., U.S. Bureau
of Census, 1971. p. 123.
20. Women on Words and Images (WOW). Dick an^l Jane as Victims; Se^
Sterectypina in Chil(tr€n*s Headers. Princeton, New Jersey: Women on
Words and Images. 1972.
SUMMABY or THE RcPOBT OF THE TASK FORCE ON ELEMENTABY SCHOOL
Textbooks
The Task Force on Elementary School Textbooks has completed Its study
Of the texts, supplements and sets of study prints approved for use in the
1971-72 school ^ear by the Kalamazoo PnbHc Schools. Our findings ghow that
textbooks of all content areas consistently separate people Into two rigidly defined
molds which provide unfair and distorted stereotyped role models for both boys
and girls. In textbooks the only acceptable role offered to girls Is one of passivity,
dependence, Incompetence, emotionalism, and above all domesticity. The textbook
male is creative, resourceful, assertive, brave and clever. Though he ts more
muUI-densional than his female counterpart, he is provided with an almost
impossible to achieve "superboy/superman" role model.
One of the most obvious findings of the Ta^k Force Is the great discrepancy
between the number of females to males present In both illustration and con*
tent material, with males outnumbering females more than 3 to 1. There is
a great lack of active participation by females in all texts. Though an adult
female In a math text may have a Job outside the home, no mention Is made of
her earning money, saving money. Investing or making large purchases. These
activities are frequently discussed with male subjects. Statistically, textbook
l)oys earn money 2 to 1 over girls In the math texts and save money 5 to 1 over
girls. In science texts girls are seen as timid observers while the l)oys actively
execute the experiments and projects. In the 22 fifth and sixth grade social
studies texts read, men were listed In the Index 1.508 limes while women were
listed 60 times. Handwriting texts present drills which show America's workers
as all males and drills seldom mention girls names. There are even two-thirds
more males than females In spelling books. Can children help but get the im<
presslon that boys are more Important, more Intelligent, have broader career
opportunities and considerably more fun?
er|c
388
^f\\^^ beginning readers to the sixth grade math and
♦^iKh''*!^ acUvltIo« Of textbook bojs and girls exampllty their personality
iim.!; «^f\s»^^ng passive and Indecisive Individuals, are seen standing or
A« i ^^^^^ P^»y ^ames. Their fun Is centered
i5fi' ^^J^?; T^^? ^^^^^ themselves Into situations where they are In need of
Sf;5J« i? always a boy who comes to the rescue. The textbook boys, being
vigorous and Inventive Individuals, are seen playing with kites or chemistry
Soring onTheYr own ^^'^^ camping, fishing or
7!^^ children see In their textbooks are as sex stereotyped as
ifit-Mi^i;^"' ^^%,^^^ 'ath^fs and job holders, seen In almost everTcon.
^IvabJe occupation. Women are seen In the house or In Jobs trftdltlonally
viewed acceptable for women^teacher. nurse or librarian. Despite the fact Mt
58% Of working women have children under 18 years of age, we rarely see a
working mother. Marrtage and motherhood are goals of the textbook femalei yet
even when she reaches those <joal8, she stUI possesses the textbook female
personality traits of passivity and Jncompetence, The textbook motb^stays In-
u^J^: II mL®^^ Is always wearing a dress and usually an apron and htghheels.
Her activities consist of domestic duties: washing dl^es, cooking, sowing atld
^^'^^'if.^.'^' ^ r.??;* Udy house. There are no challenges In her 11%, no humo^
warmth or flexibility. She la never seen reeding a book, moving furniture: blayLflS
ball, voting, going to school or balancing a checkbook. Father is the etdtlnl
T^^^A^J^^ '^""i^^- does fun things with the children. Solves proW^
makes decisions and seems to know something about evmthtng. ^ Tt?
A t!*!^*^ ^^is^^.^ mirrors Of reality. They abound In distortions. They do not
deal with real life issues or situations that confront young llv^ dally. On their
^^flff^^' ^^^^ and they don^t take music lessons 6r
wonder about God. There is no human warmth in the textbook child's relatfoh*
ships with f anally or friends. The non^motlonallsm In all textbook relatldnshlps
makes them shallow, unrealistic and uninteresting. The portrayal of adultd is
also greatly distorted In texts. Marriage, though It appears as an inevitable step
m every adult's fe, seems quite Joyless lii the textbooks. All demonstrations of
are quarrels. Parents never get sick, engage In artistic
activities, adopt children or hire a teenage babysitter. Even though one Ands no
closene^ between husbands and wives* single parent families do not exist In text-
books. The Tadk Force Is deeply concerned about the effects the noh-existence of
one parent families In textbooks has on the approximately 15% of the children
in our schools living with only one parent.
Distortions of reality and rigid sex role stereotypes are very harmful and
when they are presented to children at their most vulnerable and malleable stages
of development. These textbooks do not en^urage a girl to develop to her maxi-
mum potential. On the contrary they often Imply th$t to do so Is unfemJnIne,
such a restricted portrayal of womanhood causes giris to lower their aspirations
and seife8t$em. In effect, such texts prograto girls not to achleVe, The textbooks
have a powerful message for boys as well. The passive and dependent portrayal
of the textbook female/coupled with the almost "8uperbelng''^portrayiil of the
male, strongly Implies that boys must prove themselves by being strong and
brave, Textbooks continually reinforce the belief that boys shouldn't show any
type of emotions. Stereotyping of mates In this way creates an artificial barrier
between males and females leading ultimately to the mistaken belief that, beciiuse
males show no emotions, they have none. Limiting a boys personality In soch a
way Can only serve to stifle growth and maturity.
It is the conclusion of this Task Force that all of the texts reviewed are
sexist and must be revised before going Into new printing. It is our recommenda-
tion that the Kalamaxoo Public School System refuse to buy any new textbooks
for any area of study, until they meet guidelines, as for example, suggest<?d and
developed by the Instructional Media Department of the KalamaBOo Public
Schools. In the meantime, however, there are a great many things that the Hoard
of Education can do Immediately and the Task Force makes the following recom*
mandatlonst ^
Encourage girls to use manipulative materials like electric sockets and cords,
screwdrivers and hammers. Make sewing machines and typewriters available to
boys as well as girls.
Everyone has to eat. Let*s teach everyone to cook»
Look for books with strong heroines and for superior biographies of women.
Collect newspaper stories about women. Display pictures of working women.
389
Teaich boys and girts intersex sports, like volley ball, early.
Invite mothers women friends with special skills to visit your clas3.
Teach girls as well as boys to help with audio visual equipment, and boys as
well as girls to clean up after messy projects. Choose boys and glrla as library
aides.
Write your own math problems . . . **Ann'8 mother needed six feet of lumber to
make a bookshelf , . *'Bill and John were cooking spaghetti for four friends.
They bought ..."
Encourage children to make their own studies of sex stereotypes on television,
in magazines and in books.
Learn about the history of women in America. If you are a woman, be aware
that you are an important role model for your class. If you have a family, talk
about it. If your husband shares the housework, mention it. If you experience
discrlmlaatlon, discuss It. If you are good at carpentry or baseball or car repair,
demonstrate it!
Have a "Woman of the Month" bulletin board.
Encourage your students to write their own non-sexist materials as a class
project.
These recommendations can be carried out Immediately with little or no cost
to the school system. The Task Force recommends that the following steps which
involve certain expenditures In staff time and money be taken as soon as possible.
It may take a few years before publishers are printing acceptable, non-sexist
material. Therefore, we recommend that the Administration design and produce
adequate materials to be used as supplements to the present materials and dis-
tribute them throughout the elementary school system. We should like to remind
you that not only staff but the children themselves can design such materials.
In addition, Inservice training programs should be conducted for all elementary
staff for the purpose of increasing their awareness of the issue of sexism and
its detrimental, dehumanizing effects on children. '
It is the sincere wish of this Tesk Force that immediate attention be given to
the Implementation of these recommendations.
EvALt/ATioN Sheet for Secondary Textbooks
llie form is intended only as a guide for people studying sexism in books. More
important than the speciflo information asked for is the rer ction of the reviewer,
the comments, objections and insights that come up while evaluating the book.
More help in evaluating textbooks may be found in Need for Studies d/ Sex
DiioriminaHon in PublU) OchooU, published by the Citizen's Advisory Council
on the Status of Women, Department of I^abor Building. Koom 1336, Washington,
1>.C. 20210, and Analuzinff Instructional MaierlaU, Conieni Analysis Procedures,
prepared by Sara Zimet, University of Colorado Medical School, for the NBA
Conference on Sex Role Stereotypes.
I, BASIC INFOR&IATXOK
Title Reviewed by..—
Author ^ C/opyrlght date
Series.- Publisher
Where used, school Class Grade-
How oft^n Is it used?
Total number of pages Size of page
n. QUANTITATIVE INFORMATION
A. For all books:
Nuirber of pages referring to women
Cite page numbers
Column inches or numt)er of sentences referring to women-
Number f photographs featuring women
Cite page numbers
What are women doing in these pictures?
B. For history and social studies texts, particularly
Name the women featured—-
Cite topics relating specifically to women that are covered-
id
390
lit. QVAUTAtlVE iKFOBMAtlON
Acceptable references to women.
Please feel free to add any Information. Use tbe back for further evaJuatlon.
Quotations, with page numbers
Unacceptable references to women, such as statements or Innuendos demeaning
women
Quotations, with page numbers
List notable omissions of prominent women. ^ ^ -
l4Cst any significant subjects which have been omitted, such as« in history books,
child labor, women's suffrage, or family life * -..^
How would you Improve a textbook for this class?
Have you seen other textbooJss on this subject which you could recomm>nd
asnon-sexist? '
tXCM£NTABY TEXT BOOK EVAIVATION COVES SHECt
In evaluating the material, the primary concern Is for a positive and honest
portrayal of girls and women. As you can see, the evaluation sheet is primarily
designed for reading texts and may be awkward when used for other subject
tests* If so, use your own judgment and make whatever changes you think nec-
essary, keeping in mind that our major points of concern are covered in the
evaluation sheet
As you investigate the matftrtal, consider the following questions :
* Ate girls and boys participating equally in physical and Intellectual
activities^
Do girls have a variety of choices end aspire to a variety of goals?
' Do the male characters respect the female characters and respond to
them as equals?
Are girls developing Independent lives, Independently meeting challenges
and finding their own solutions ?
Are mothers employed outside the home ? In what capacity ?
• — ^ Are mothers only one-dlmensional characters— namelyi only mothers doing
household chores?
- — Are there any one-narent families?
— Are fathers and children of both sexes Involved in domestic chores ?
• — = Are fathers shown in any other than the stereotyped role of man going
to work and doing male-type chores on the weekend?
- — • Does the home look 'lived In^' by real peoHe or "ready for company?"
Ate girls portrayed as adventurous and aggressive as well as sensitive,
and are the boys gentle as well as strong?
TEXT BOOK EVALUATtOX SHEET (K THBOI70H 6)
Rate : □ Excellent Q Oood □ Acceptable □ Inaoceptable
By
Subject-^ - .Trade -
Book Title. Series
Knmber of storles.^.^ ^ Xumber of biographies ,
Males main charecter.«« of males -
•Females main character of females ^ .
Sample Types of activities— Boys ^ - -
Sample Types of activities — Qirls
How are adults portrayed?
Men
Women
Give page number and brief descrlntion of Illustration to be copied :
Give page and quotations to be copied :
How many stories are Inaeceptable?. List and give reasons.
Comments:
391
RepOfiT or the "Student OwtNTto'* txtk Toict
(By Bridget Stover)
tllS STUDENT O&IENTED TASK FOBCE bEPOBt
(the "Student Oriented'' Task Force has attempted to consider all things
atfectltig $tudentd that are non-athletic and non-academic as being wUhtn its
area of study. Since we felt our Task Force's charge was of an exploratory
nature, no attempt was made to try to reach a large proportion or a scientific
sampling of all people or activities concerned and, as a result, most of our
Information is anecdotal, However, we have tried to have contact with admin-
istrators, teachers, students and parents at the grade school, junior high and
senior high school levels.
The Task Force members were constantly frustrated throughout the study
because what little awareness there was of sex discrimination focused on
athletics, personnel and course work^not in the areas we were to esi^amine. So
while a great deal of energy was expended we didn't always fee) we were getting
much Information pertinent to our study. Before presenting the work that the
committee did it seems appropriate to present some general impressions we
had throtighout oir contact with the schools and individuais,
During the tirst part of our study we had complete and seemingly willing
cooperation from our committee liaison and al| school staff members, Dr. Hagen's
letter to staff members opened all doors for us and we got immediate action and/
or information on any request we made. During the second part of the study
and with a change in administration and liaison we have not had the same
high {quality of cooperation. We were refused admittance to a school, information
requested was a long time In coming and tasks assumed by the school were not
performed at all or as outlined. This semi-cooperation made our task more
difficult and raised the question in our mind as to whether this present school
administration and/or liaison were truly committed to the task of examining
sex discrimination in the schools. If this was the case It raises concern as to
whether or not this same administration will act to further study sex dlscrim-
Ination (if necessary^ in depth in the schools and then move to eliminate such
discrimination where It exists.
The Task Force members were also struck by the lack of awareness by the
people we contacted as to the problem and possibility of sex discrimination in
the schools. Many of the i>eople— parents, teachers, students, principals—
hadn't thought about it at all or in areas other than athletics and personnel.
As a result in many of our contacts we had to begin to educate people as to
what sex discrimination might be and what forms it might take. In order to help
them focus in on the topic we umally asked them if they were aware of any
activity or programs, etc. where there were all boys or all girls or was there
anything that boys could do and not girls and vice versa. This seemed non*-
threatening to people and helped them to think of possible situations of difierim-
ination. While matiy of the people we talked with weren't able to think of any
discriminatory situations Or activities, we felt that they had at least been senst*
tited to a small degree. If they did in the future see something going on only for
boys or only for gtrls they might evaluate the situation more closely for possible
sex discrimination. We felt this was a valuable side effect of the study.
SCHOOLS AS EF.F1XCT0RS OP SOCIETAL ATTTrCDES
While it Is probably obvious to all, we feel It shouM he pointed out how the
schools reflected the wider societal traditional attitude about sex discrimination,
women liberation, the appropriate role of boys and girls, etc. As mentioned above
many people were unaware of and/or unconcerned about the possibility of sex
discrimination and had never given the problem serious conMd^'ration. Such is
the case in society at large. At one meeting we held at the administration bulld-
Insr fteveral men stuck their heads In the room, Interrupted, made general Jeering,
ridiculing remarks about the committee, its tapk, its members, etc. Such ridicule
of and about women and their concern re : ser d<<icrlmination is also very common
(n society. In d(sc\i^ions with teachers and administrators, a general picture
of glrU being passive, rope jumpinsf. gossiping. sPly. more academically skll'ed
and boys being active, brave punishment accepters who can be spanked but who
don't pick up basic skills a« rapidly wa« often pwented. These representations
are the traditional societal views of boys and girls. The schoc>ls and the people
392
!S!.?K**tK*^* ^'^**^'; refiected these views, acted In terms of tbem aiid as a
sSSentof further Imposed these traditional behavior models on the
tJ^^^^ society gives lip service to the fact that both parents are responsible for
the care of children and are concerned about their educaUon, It vras our ito-
presslon that the mothers showed more concern about their children's school ex-
ESfr'?**'^^*'* Involved In school activities and were looked to by tl»«
f greater partlcJpotlon In the schools. The schools expected toothwi
}?^^ "^"^ mothers-, bring treats, transport children, come to school for
f^?b'°tA"l^/ disclpllfle problems, help with baraars, lower level WA
i?lul '"t"*" were looked to for construction projects, handUofc serew
SS?uL^."rf ^''f.^'^v!*'*?,?* discipline problems and high level prestigious
R'^l^^^^^^.i^^yj^^^' "Wtoe tharJis was given. Howeve*. fathers'
fhX^Si^» v.iu^'lt''^*i'^ extra special and effusive thanks were given for
societal Mttem of women doing most of the time consuming "chOr«" type Jobs
for men being called In to do the hard, "seHous" or high iUtus Joba and then
"^'^ thank-yons was reflected In the scfiwi's view of
XiSc^ mS'2Sv?°^^ "^"^"^ '''^ '° ^'^^ ""^^ S.*^
no'J'.tlme, to move frotn the general Impressions of our experiences and
of societal bcirefs and attitudes In the Mh"ts
to a consideration of the specific areas our task force explored.
AjiAtYsis or soHooi. pOtiot
The Udminlstrative Procedure bulletins" and the "^oard Policy Bulletins"
were examined to see If they contained any policies and procedures dealinn with
fn t^ms o^Mx"""'* 8tudent-related activities which were dlMrimlBatoS
The following Were the "Board Policy Bulletins" which were examined i
k" «*--Student Pobllcattoas June 16, Ifled. Reissued August 11, lOW
June 1^ j^IuTOlvement of Students In After^Scbool Educational Actlvltlea
S* ^^ f^^l^'* Discriminatory Behavior-Jan 4, mi.
H^'.,il^jM"5*1?*^°J*®i?*°l°^ Student Participation in Activities sucb a»
Sponsored and InlUf,tcd by Non-School OrganltaUons-November 15. IWi;
«,2ff Jlt^fJ'^ t?^*!?*** with Policy BulleHn No. 8& Nowhere lA the'stafe^
r4ff«*»"f'15."J*°/i*J'?^ <«Tfw<I by the overt discriminatory behavlw
statement.^ We feel that sex must be included in this statement and that the sta^
ment should be revised so It reads as follows : ■ inai inesi^te-
.„P^^'»*«o*> g«f be Viewed aa any action i>r institutional structure whlc<»
*^>&Th!^t^A^^t^^AfS:'^J^T of '*<?«-.»"«lon, ethnic KackgfjunI 0?
f^«^t.*?^i*^l"*?* Of discriminatory behavior s an 6pe?atlonal one. This
'"^*»'«fnmu»tte!a|ed upon the way people *■ •
*i,r!!!^ dlscrlRjlnaUon It, a detriment to the educational and social growth of
Behavior of Individual staff nvembew tbwart
Stttof^tL^^^^^^^ ''-"'-<^
rih S^i*!!? ^^M*t^.»v '^^^ problems of students on the basis of the stodeat's
i^a^t W'pon, ethnic background Of ««. "
h«..".«**^^'t^.l*°1w' {0' 'nd'^'^JM* assignments or for a semester's work oh the
>>asl8 0fr<>llidon, ethnic background or ie». «vuwic
ba?isSXl^^^nVcSkpn?^,^^ extra-curricular activities on the
backSomdw-MaT'"'" °' '*"«*°°'
393
6, CalUng ttudehU derogatory niimea or referring to them by derogatory name«
luch as t nigger, boy, wetback, greaser, honUe, Iroad or chick, ^
V, PalUtig to Introduce comparative cuituree pertaining to blacks, Mexlcang,
and American Indiao^; all n^iglons and nationalities when called for by the
curriculum; accurate i>ieto 0/ the contriHiion of women in all cuUure$t our
additions) ^
We feel that when the revised statement Is adopted and when It Is implemented
gre^t strides can be made to Insure the full and equal participation of women
in all areas of school programs. , ^
The following ♦•Administrative Procedures Bulletins : were examined ?
a. No. Participating in Activities Sponsored by Recreation Departnawit
dated F^niaiy 16^ l^d. - . ,
b. No. lt--Student PublicaUons— June aO, mi (revised) ^
c. No. 23--Use of Schoo. Swimming Pools— Nov. ^, 1972, revised April 20, 196L
a. Ko, 4^Re-enrollment of Junior and Senior High School Students, Sept
lOTO/
e. No. 5(^^PrOcedure Regarding Overt Discriminatory Behavior, May 25, 1971.
f* No. 57— Aproval of Student Participation In Programs and Activities Such
as Contesta, Recognitions, Ck>mpetltlons, and Performances Initiated by Non«
School OrganltaUons, Dctober 25. mi«
Two of the above procedure state»nents gave cause for concern. In No. 67,
regarding student participation in non-school initiated programs and activities,
one of nine guidelines for whether approval for participation would be granted
is whether or not the '"program is open to all students, regardless of race or
creed." li iecmed to the CotnmiUee that $ex should aUo be added $o that the
qucition reads: ''Is the program open to oW students, regardless of race, creed
or seitf** We aUo feel that this amended revision should be a requirement, not
a guidetine consideration for school endorsement of non^school initiated pro*
grams and activities, •
We are also concerned with No. 56 as it stands now. The procedures outlined
in No. 56 are fine as steps to express grievances re discriminatory behavior.
Our concern is that as it is now, it relates only to overt discriminatory behavior
based on sex. The procedures outlined in No. 56 do not allow redress of grievances
of a sex discriminatory nature. We feel it must do so. The revised statement
coupled with the grievance procedure outlined in •♦Administrative Procedures**
Bulletin No. 56 will give women an adequate procedure for taking action when
they are subjected to discriminating action based on their sex, as well as race,
religion and ethnic origin.
nisciPLmf
An analysis of the "Standards for Discipline*^ as adopted by the Kalamazoo
Board of Education on February 1, 1^1 was also made. In general, the state-
ment make^ RO references concerning sex and as it stands all provisions out-
lined would apply to both men and women students. This Is as it should be:
However, there ar<? several additions which we feel are necessary.
First, in outlining responsibilities for discipline for students, parenta, coun-
selors, teachers, prlncipalSi the superintendent and the Board of Education,
the general statement is made that each of the groups listed above "must work
within himself (and related persons) to admit and eliminate prejudice of
race, creed and social class**. We feel that sex must also he added so that all
persons involved are responsible to admH and eliminate prejudice based on se^
as iccll as race^ creed, and social class, (The feminine pronoun might also be
added here to further illustrate the point.
Secondly, in many areas reference is made to calling the parent or guardian
when there is a disciplinary problem. As we mentioned earlier there are dli-
ferenceft In the arpMcation of this procedure. When there are tico parents in the
home either or both parents should be contacted icithout regard to the sertous-
ness of the problem. Either the mother or the father can handle trivial or Serious
problems and shouM be expected to do so.
Thirdlv, there d^d to he w>m<» instance?i r>f dl«crimlD$tory use ol corporal
punishment as brought out In our dl^cnsslbns with elementary school principals.
Female principals felt they could and would "spank" both boys ahd girls but
men principals felt th'^y c<>uM on^v "«nanV* boys. This seemed especially tnje
when there was a dl^'erence in the race of the principal and the female child.
This later situation seemed to Invoke the threat of Rcneral societal concern
or outrage of a sexist and/or racist nature. It would seem that if corporal
394
pbnishmeat U being considered that It sbould be apWled wUhln the gertewl
guide]lne9 suggested in the discipline policy and that sex and race should not be
^ODSlderatlons either In the application of force or In judging situations where
force has been used,
Two further tasks were carried out within the general area of dlsclpUne.
An analysis was done for disciplinary problems and action taken on those prob-
lems to see if there was a difference between boys and glrlb and the action taken
for problems relating to boys and girls. This was done In one early elementary
school. The dlsclplina?y problems were placed In two categorles-^rowdy be-
havior (snowball throwing, yelling, etc.) and Interpersonal conflict (fighting,
pnshlng, name calling, etc.), There appears to be no discrimination based on sex
as to the number^ of students "called to account'' for either of these two prob-
areas/ Tlie Mo general categories of disciplinary action were talking to
offenders and Uklng some further action (calling parents, spanking, etc.) and
there appeared to be no differences on action taken for boys or girls. This was
as it should be <ind the i<t»k force feU thai ihH type 0/ analy^U $houtd he carried
oui hu on ihe^kmni<irp ichobU to in$ure that both hoi/i and (HrU are malty
httd a^^ntme ter urUieeeptahXe heha^rand <o <rt*«re that all dm^inaAi
prohhmi are handled equaUy and fairly. ^^vny^^fy
An attempt to analyte disciplinary problems and action for the Junior High -
and Senior High School was also made. Since there didn*t seem to be any one
person at e^th school who had Information as to the number and type of dis-
cipiinairy problems and the action taken on these referrals in the schools we were
forced to tjse tjh? figures on suspension for the echools. Since suspension is one
of the last mcMures taken, and these are the only figures available, we were
nnaWe to ascertain whether or not referral for disciplinary action of a more
routine nature was made for the same offense without reference to sex and
SS^/^ff ^.^'^H^ women students.
/eeMftdr <fco icHoi^U 9hould collect iueh information and (hat one person
9h6uH hai>e mh4ata and should analyze it to insure that there is no seaf di%*
<^minaJionJn referraU and in action taken on iuch referrals.
The following is a list of approximate percentages of male and female students
ffiml?rl%M'* ^ll^^^ ^^^^ Schools for the listed offenses from
0fttM#
nAtim......................
mtN to Mm. , 'I 1 !'.'.'.!;]".";
|iTK>kini......:..,......
TwKiey......*...^;;..,,. . r.T
Exbrtiwi... •JV...*.... ' . ' ****
^••Sfe.:::::::::::::::::::;::::::;:::;!:;;^ » «
5S!5::::::E:::::::::;:;r::':;:^^ U ^
Total.
9
e4 16
Th€«e figures would indicate that for all categories a much greater percentage
of mal^ students are being suspended than female students. School figures show
that the split betvvcen male and female students for Junior and Senior Highs
combined is 60% females and 60% males. The Committee felt that there might
be variations within schools so percentages of male and female students sus-
pended from each school were also tallied. The following shows the percentage
female students suspended from each of the Junior and Senior
HtgQ scnOoLs:
3d5
suspended
School Mall rtrr\«l«
CMifii 71 n
South « 31
ToW S4 36
Afirain, male students are suspended in a greater proportion then female stu<
dents in all schools and there does appear to be a difference among the schools.
A much greater proportion of men are suspended at Central than at Korrix and
the Committee felt that an analysis should be done at Central to see If males are
being discriminated against in the application of suspension procedures. Such an
analysis Is also suggested for Oakwood» South and Northeastern. The Commit*
tee recommends chat the school system collect and analyzse data re the referral
for suspension to see that these referrals are made without consideration of
sex and to make sure that m$le students aren*t being unfairly treated in this
araa of school action and in conflict with stated school policy.
In corduding the work of the Committee in the area of discipline it seems
pertinent to note that in a survey of students (to be elaborated on later) 24^
of the females surveyed in the high schools felt that there was dtscrimlnation
by sex In the area of discipline and 30% of the males surveyed felt there was
such discrimination. It seems that there may indeed be a basis in fact for such
a feeling.
OKNERAt SCHOOL CONTACT
During the course of our study we felt it would be appropriate to visit several
schools to try to get a "feel" for the schools nnd to see if in those limited contacts
we saw or were told of any sex discrimination. This was done by walking around
in the schools, observing classes in session, talking with principals as tone
setters for schools and by reading publications of the schools. We attempted to
do all these for elementary, Junior and senior high school. Because of a lack of
people power and time» not nearly as much observing as would be necessary and
desirable for an accurate and comprehensive picture was carried out. However,
we will present what our impressions were.
First, because concerns were expressed to us about separation of the sexes in
activities in kindergarten and because this is the ilrst experience children have
in the public schools and as such, may set the tone for the whole school experi-
ence, we focused on kindergartens. (It should be noted here that when a male
conamlttee member attempted to set up a time to visit one kindergarten clas^
he was, by tack of action on the schools' part in essence, not given permission
to do so. This was the only negative school building contact our committee had).
In summarizing the observations and discussions concerning kindergartens, it
seems that t-ffort are made to mix the sexes and possibly the fact that effort
must be made indicates that there is already separation of the sexes and their
^'appropriate" activities by the time children enter the schools or in their early
exposure to the school. The school may have to recognl^ this and thus fulfill the
double responsibility of eliminating preconceived notions and conse<)Uent closed
options and to make sure they don't perpetuate these preconceived roles. There
was some indication that activities) were separated into areas of dolls, doll crlba,
toy appliances, dress-up clothes and areas of tractors, blocks, trucks and baits.
Where there was this clear separation^ there tended to be separation of dexes
with girls in the area with dolls, etc« and boys in the area with trucks, balls,
etc. In some cases it seemed boys would take part in some of the traditionally
female toy atieas hut didn't want the girls to play in the traditionally male toy
areas. The Committee feels that if there are any separation in toy areas it should
be based on other criteria than traditional female-male activities. Possibly the
areas should be QuIet play areas, active toy areas, manipulative toy areas, etc
and a blend of traditional boy-traditional girl toys should be within each area
and efforts should be made to see that both boys and girls play in all areas.
ERIC
396
PUyitound activities wet^ aldo etamtned atid it seemed that there was much
iM^gtegiitioQ of the sexes on the playground. Some activities were exclusively male
(aoftbatl, kick ball, toss) in some cases and some were exclusively female (Jump
rope). Some activities were mixed (field soccer, dancing, tree climbers) and the
Committee feels these should be stressed and other Joint participation including
actlvtUes should be devMopcd and encouraged on playgrounds. One situation was
i^tated where the boys used to play the girls In softball but the games were
stopped because the girls always beat the boy». Whlie this was related as a
humorous story It seemed to the Committee to raise many very serious considera-
tions and should be considered in terms of the message this gsve to the little girls
involved. In summary then it seems that in early school classrooms and play sltua*
tions there is some separation of the sexes and that this sei^aration Is in some
ways encouraged by the physical set-up and activities pursued. The Committee
feels that the schools should carry out an analysis of the physical set-up of class-
rooms to see whether or not there fs equal aocess to and use of nil materials and
classrootn areas. If this is not th^ case, then immediate $tei>s should be taken
to remedy the altuatlona The i§chools should also make sure that activities that
insure and et^co^rage e<iual participation of boys and girls are encouraged within
classed and on the playground. A step in this direction might t>e made by elimi*
nating aex-s^grcgated line^ to and from the playground when they exist.
In our tour through other level schools and in our observations of classes in
session, with the exception of the material mention^ in the preceding para-
graphs, we saw no evidence of activities or class participation segregated by sex.
The C^inmittei^ alao reviewed a small selection ot periodicals that are published
by individual schools such as newsletters, year books, school newspapers and
bulletins to get the tone of the schools and to see whether ^r hot we found any
overt discrimination in periodicals. We got our sample from peilodlcals belonging
to committer membera and from aome of those sent to our liaison in the adminis-
tration building by the schools. Kone of the articles we reviewed seemed sexist and
there seemed to be fairly e<iual coverage of both males and females In the articles
reviewed. This Is one of the areas however, where we found differing levels of
expectationa for parents of either sex and where minimum thanks seemed to be
given to mothers who exerted great effort in school activities. It In hoped by, the
Oommitteo thai school personnel involved in producing or helping students to
produce school b^ullettnst and other periodicals will be alert to the problem of
sex discrimination and will make sure that men and women students and faculty
are treated equally in the number and content of articles covered in school
periodicals. We: also recommend that ea6h school do a thorough content analysis
of all Its publications On a regular basis (yearly) to see that there is equal treat-
ment of the aexe^ in the publications •
As a f^rth^r wiftjr to get the /'tone'* of the schools the task force menjbers inter-
viewed seven principals, S at grade achool level and two at the other two levels.
These were hj?l^ b^U|^ we fj^ltjprimrijggl^ set the *'tone*i f^r building and jve
wanfeSto ieOomeTdiSroribeTflmpres^f^^ aTJfer^ncerRT
tween boya and girls s^x dis^Hjnihatton Jti thdr Fchool or within the system,
dlsclpliiiing and a variety of other topics. We al^o used tliese interviews (6 tell
them about the atudy, to get their aj^roval to contact students and teachers withip
their schools ahd to get aby ideas about possible areas to cover. All the prin<
cipals Interviewed we^e very cooperative and very open in their comments. All
were very agreeable to our cohtacflng other people within their schools. It seemed
that mo6t bad never given much consideration to the possibility of sex discrimi-
nation within their schools. One principal felt there probably was sex dlscrtmlna^
tlon in his school but felt that it was a result of the traditional patterns Of be-
havior and behavior expectattonst and not determined by rules^ laws, etc. No
action was being taken to combat sex discrimination in that school.
When specific activities within the schools, such as seating in class, cafeteria of
assemblies, club membership, behavioral expectations for boys and girls etc,
were discussed, most of the answers seemed to show that the principals were
not aware of discrimination within these areas. Several of the principals felt
that the concern should be and was about racial discrimination and not sex
discrimination. Some principals were unaware of and/or nnconcerned about the
problem of sex discrimination, some were aware of but not taking action con-
cerning instances of aex discrimination; and some felt it was of secondary (or
no) importance. The CV^mmittee feels that efforts should t)e made to familiarise
principals with the problem of sex discrimination, the subtle and not so subtle
way it is manifested and the seriousness of the problem and then to help prin-
cipals examine every aspect of student life at school and to eliminate those
EKLC
397
policies or procedurei^ or activities however large or small which are sexist In
nature.
TIBACIIERS
The committer tnembers also met with teachers, singly and in groups* to find
out If tliey were aware of &ex ilLscriminntUm. We attempted to focus oh teachers
that were aware of or involved in extra currlcular activities (band, speech,
drama, cheerleadtng, Interest clubs) since this was our primary area of con-
cern. It WPS in these discussions where the committee felt much frustration.
The teachers interviewed felt there was much discrimination based on sex but
most of the information they gave concerned athletics and personnel and not
areas ot our study and will not lie presented here, One teacher meDtioned that
several women complalnetl because there Is a father's night celebration during or
after football season btit nothing for mothers. They were especially irritated as
they felt they had had to do most of the work for the child involved fn foot-
ball and the fathers were getting the thanks. The CJommlttee felt that if there
are parent thank-you nights for football or any other activity that both parents
should be Invited and thanked for their extra efforts which allowed their child
to participate In outside activities. Some of the teachers interviewed felt that
there was differential treatment among activities (cheerleadlng gets more
money than debate) and dliferentlnl testimony of activities between schools
(debate for Central and debate for Xorrix) but they didn't have concrete ex-
amples of discrimination based on sex within activities except in the area of
drama and debate. Several concerns were mentioned within these fields.
First there was the expressed feeling that there 1^ inherent discrimination against
women in many plays in content and roles and authorship and that because of
this schools would have difficulty in finding and producing a play which wasn't
In gome way discriminatory against women. The concern was also expressed
by one coach that In debate girls usually had to be twice as good as boys
to l>e judgeil coni|K?tertt. It was felt that this was due to the fact that
most Judges are men who tended to favor boys in this area.
Willie most teachers felt there were some sexist teachers and school policies
they were not able to give any concrete examples. AVe felt this was probably due
to lack of examination and awareness of the types of discriminatory activities
that can go on, since as noted before, most it net &U, attention was focused on
athletics and personnel matters and not on the outside activities and less ob-
vious matters we were focusing on. The Committee feels that much work needs
to be done to familiarize teachers with the problem of sex discrimination and
the ways it is manifested and then to engage the teachers In an evaluation of
their own discriminating remarks, niles, etc. and to help them eliminate and
change any discriminatory practices they engaged in themselves and that they
see others engage in. More specifically, as to the concerns re: drama and debate,
the Committee felt that debate judging should be done in an impartial jmanner
and that there should be e<\m\ representation of the sexes in the Judges selected.
We also felt that all teachers involved in presenting plays, at whatever level in
school or of sophlstlcalion, should be encouraged to make sure that no plays of
a sexist nature (in terms of content or role distribution) be presented.
PARENTS
The Committee felt that It should have some contact with parents to see if
they were aware of any sex discrimination in extra-curricular activities and
other related matters. We had some dlscus^sions with parents and we also at-
tempted to sun^ey parental opinion through a fjuestlonnaire.
First, most of the parents we interviewed were mothers who were involved In
the women's movement and thus were very aware of the prciblem of sex discri-
mination and the subtle forms it can take. Again, most of the areas where they
felt there was unfair treatment was in the areas of athletics. In addition, there
were concerns expressed regarding the separation by sex In lining up in the early
grades and the ieeling that this made children feel that the sexes should be
separated, Concerns were expressed about the separation by sex In activities in
class and on the playground and the feeling that this wjasn't good. Some concern
was expressed concerning a class plav presented In the early elementary grades
In which girts were presented as stupid, helpless and passive and that boys were
presented as the mart ones who were able to plan and solve problems. This
was felt to be Inappropriate subject matter and to have a detrimental effect on
giria and their view of themselves. Concerns were also expressed that many
ERIC
398
teachers seamed to have traditional views of the appropriate behavior for boys
l°£ivif*f applied n^atlve sanctions on boys and girls whose behavior dlf-
f^ItJJ'^^J^^^l' ^^^^^ material and acUvltles pw^etited by these
it*^^^l?«^?!l!^*^,^^*'^J^ y^^^' appropriate roles for boys
t^oUed in a furthering of their views and an Imposition of these
behavloraUtandards on the children. Parents who had different views felt that
liiSLXl^^J^l!t^R^^^^^^^ *2J"^il*^^ Pp^^^^y standards on their
children. The Committee concurred with this feellr^,
parents a ooestionnaire was designed to send to
parents to see If their children were Involved In extra-cnrrlcular acHvlties; If
^* ^^ynot ; and, to see if they felt there was discrimination between
I^^M^^irj^ variety of sStttattons, There were a number of problems wilh the
SSS^H^lV'^'v.^^' ^L^}^* we worded the last question In such a way that we
^!^JJ^ft^^^}l}t^l^^^^^ parents felt Were discriminated against in a
J^L^**?f ^iSv*- ?Ov«ver, the responses d6 show concerns re discrimination
other In general ar^s and we feel that this is useful la helping
the schools examine the problem of set discrimination. Secondly, there was much
^uftiUonnalre. Th^ Bch^X admlnlStwtlon
a^umed respcmslblllly for reproducing the quesHonnaire, selecting a random
^t'ffu^** H P^^^t« ^(^^^^^'^ ^^^0^ ^^00^ Students/ andsendW the
LTlM'UilH'^ 1*"^^^' Originally we i?^ere advised tiie qmtilnM^
were sent to 200 parents In November and that they would be Ailed wat during
S^n'^TiJiw^^tm^^^ '° April We finally received 49 respon>^ from the
November mailing (which supposedly vras not done) and received tione frpte the
parent-teachei^ conferejices although we were advlded by some parents they hVid
flUM qwesttonnalres out We have no idea what cover letter was sent with the
au ^Honnalres and no informaUon from the schools as to how the sample was
selected of how parents felt. - . ^
Ninety pewnt of the 4d parents have children who take part In extracurri-
cular acWvitle^Of the 40 parents that r^hded, not one parent felt sex kept
their children from Uking part In extra-curricular acllvltlw whereas 47% Mi
that other factors (transportation, money, lack of time, job Interference, lacic of
interest in existing activities. lack of skills) kept their children from participat-
ing In extracurrictilar actlvlHes. 24% of the respondents felt that^'men or woc^n
Students have unfair advantages'' In (their) chlldren*s schools In one or more of
the following areas :
As was mentioned question was pooriy worded so that we don't know which
advanUge In which area. We did get the following
comments added to (he question: ■
"QlrU have advantage In discipline/*
**Dress Code more fclrlct on boys."
^^oys have more sports activities than giria"
^The Comraittee felt that the returns we received were thoughl-pirovoklng and
showed seteraV areas for further examination despite the problems menSohed
ll ^^"»^*ry it seemed that ho parent felt sex kept their children from
participation In extra-curricular activities but one^fourth of the parents felt there
was sex discrimination In other areas of school life.
STtrOEKTS
since our task force was "student oriented^' we also explored a variety of topics
with a^ variety of jtoups of sludenU to get their ideas on sex discrimination In
the schools. One of the student members felt It would be Interesting to ask stu-
aents their opinions as to whether they would rather b« a boy or a ^ rt and If so,
399
why. We thought some of their responses might show areas of preferential treat-
meat and possible sex discHmlnatton. Thta was done In a grade school class and
a Junior High dass. Nothing of value for our purpo&es was reported in the grade
school class and the only po&sible slgntflcdnt points from the Junior High students
were that no hoys wanted to be girls and of the few girls that wanted to be boys,
most wanted to be boys so they could take part in sports.
Two task force members went to a class at the Senior High School le'vel to dis-
cuss sex discrimination. Only one student In this class was aware of overt di»-
crlminatlon In the schools. I'he rest never thought about it or were unconcerned.
We also bad a number of discussions with small groups of students^ all women, \
to get their ideas. Many concerns regarding sex discriminating practices were
raised by these women students. The heightened awareness seemed to result
from the knowledge of the women's movement and from being the target of dis-
criminatory behavior. Almost all of these students felt that tney were ridiculed
by teachers and peers because of their knowledge, discussion and actloti In areaH
pertaining to sexism. This ridicule took place In both the junior and Senior High
levels. While this was the major concern, in addition these students related some
of the following instances of sexist remarks or practice :
a. "Male teachr rs, especisillyi often make .x>mments Implying that the superior^
Ity of men and the dumbness (although 'cute') of women. Teachers seem very
careful not to do this racially (Implying white superiority) but, with women,
either tney don*t realize what they are doing, or they think they are fgnby,»»
b. A teacher Is Quoted as saylug ''It isn*t virile for men to sit with their legs
crossed." He goes on to ridicule those that do.
c. Discussion in Driver's Education CHass as to what poor drivers women are.
d. In FIrst-Ald Class, women can be excused when films of accidents are showti
since women "can't take It."
e. Only men were allowed In some organisations.
f. Janitor putting up a notice on the school bulletin board: ^'Boys for Stage*'
hands." (In reality both boys and girls had been stagehands in the past).
g. Some assemblies were held only for men.
The Committee felt that the above are examples of discriminatory behavior
and that the offenders should be required to stop. Some of the girls were con-
cerned as they felt there was no place to go for help as the male administrators
in the schools were not responsive to their concerns. The (Committee feels that
there should be a grievance procedure for the women or men studeiifs to use
when they feel they are being discriminated against t>ecause of their sex and
that they should be encouraged to file such grievances. The Committee also feels
that there should be at least one female administrator in each Junior and Senior
High School.
The last, and most major» task we carried out with students was a question*
naire which we designed for Senior High School students and for which the
school assumed responsibility for duplication of the questionnaire, selection of a _
random sample, ftdmlulsteUng" the* qu^^tlonMlre and collection of the compRfed
questionnaires. It was our understanding that approximately 200 questionnaire^
would be seut out; however, we received only 141 back. It Is our tinderstandlfig
that the questionnaires were sent to the Senior High principals and (hey were
asked to select classes on each grade level and have the teachers have the stu-
dents complete the questionnaire during classtlme. We did not receive a copy of
the cover letter If there was one. The questionnaire was similar to the one com*'
pleted by parents and we sought to find out whether or not students took part in
extra-curricular activities; If so, which ones; If not, why not: and. If they felt
either sex had an unfair advantage In several areas of school life. There were
141 responses; 8S female and 65 male ; 78 from Korrlx and 63 from Central. 6l^c
of the respondents take part In some extra^surrlcular activity. Approximately
11% of the respondents felt their sex kept them from participating in extras
curricular activities. This represented 14.5% of the female re^ndents and iS%
of the male respondents. 5C% of the respondents felt that "young men or young
women students have unfair advantage in (their) school : In the following areas;
400
Thought I $«x hid unfair idvanUI^
Femstes
All
respOAdentt
10
11
2S
H
H
2)
5
6
Gfid« U
AaivftiM 55
M9i ii
OIkWIm.., »
S^lal privittgD
A^ln, the question was poorly written so that we don't know who thinks
which sex has the unfair advantage In which areas. It did seem very Important
to note that over half of the students did feel there vVas sex discrimination in some
areas of school life. The Committee feels that further action should be taken to
examine the student beliefs about unequal treatment and to then take action so
that any inequities are eliminated.
tlXTRAKrVBSICULAB ACTXVineS
It seems that there sboold be some discussion regarding extrc-currlcular ac-
tivities in general and this information comes from our discussions with faculty
and students and from the student and parent questionnaires. First of all, there
seemed to be very strong distinctions made between athletic activities and other
extra-curricular activities. It seemed very obvious that athletics received the
most attention, prestige and dnancing caused the greatest concern regarding sex
discrimination among the people qu»^stioned. Many teachers and students felt
that males had a much greater opportunity to participate In athletics and they
felt this was unfair. The Committee agreed. Concen\ was raised regarding the
touch greater funding for athletics as opposed to funding for other outside ac-
tivities. The inequity between funds for athletics and extra-curricular activities
also appeared in the area of pay for teachers performing extra duties. On the
Junior High level, there were no items in the pay scale for extra duty pay In areas
other than athletics and cbeerleadlng. At the Senior High level the following pay
schedule was UfiwgHdi for extra-curricular activities ; ^ . ^
Senior class sponsor.- - 8
Junior class sponsor ^ - 8
Sophomore class sponsor ^ 2
Debate and forensics coach ^ - - v
.Assistant debate and forensics ^— * . 4 .
Dramatics ^ — ^-^•^ - - S
The athletic coaches (male) and associates get from to 9% of their base
pay for extra duties and the women coaches get from T% to 4%, The disparities
between athletic and non-athletlc extra pay duties and the fact there are 24 extra
duly athletic jobs and only six non-athletic extra duties jobs give cause for con-
concem. It^ we want to encourage teachers to be involved in extra-curricular
activities so that more students may take part, there may have to be more extra
pay available for more assignments and greater equality between extra pay for
athletic and non atbletlc duties.
The information from the questionnaires gives us some picture of the amount
of Involvement in extra-curricular activities and also a picture of what keeps some
students from taking part in extra-curricular activities.
Ninety percent of the parents said their children took part in extra-curricular
activities and St% ot the students Indicated that they took part in extra-
curricular activities. However* 46% of the parents and 56% of the students felt
they were kept from partlcJpaMng in extra-currlcuJar activities to some degree
because of problems with tranfiporfatlon, money, lack of time, Job interference,
sex. lack of Interest In existing activities or lack of skill. Some effort should be
made to see that these blocks to fuller participation are eliminated.
llie Committee felt some concern because there were a few organizations men*
tinned where only men or only women were members. This was due In some cases
to sex being a criteria for membership and by tradition In other areas. For ex-
id
401
ample, no women arc allowed to belong to Varsity Club or the now defunct Fellow-
ship of Christian Athletes. Apparently, no men are members of Future Nurses
or Future Homemakers but this seems to be by tradition rather than by sex
beingt an overt criteria of membership. The Committee feels that no club or
extra-curricular activity should exclude members of either sex by membership
criteria or by subtle or not so subtle behaviors based on preconceived notions of
what Is appropriate activity for men or women. Efforts should also be made to
insure eqw&X participation in all activities by both males and females and greater
effort may have to be made to recruit the nnderrepresented sex group Into ac-
tivities where one sex predominates.
The "student oriented'' task force accepted as its charge the task of examining
those elements in the students' school experience that are non-athletic and rion-
academlo for the presence of sex dtscrimtnaHon. We had no idea how elusive that
topic would be. We considered our examination to be of an exploratory nature and
have tried to examine a number of facets of school life from a variety of per-
spectives. We have not examined all facets of school life or any single facet
from all perspectives. We feel It will be up to the school system to do this. In
our explotation we have tried to determine whether or not there is sex dis-
crimination, not Just discrimination against women. We feel we found this to be
the case.
We found that sex Is used as a differentiating criteria in many situations, and
we felt that It Is unnecessar>' and/or harmful in most of these. In many in*
stances we found that, not only sex, but a whole host of traditionally held Ideas
regarding appropriate behavior and appropriate aspirations are used In evaluat-
ing students and In developing opportunities for students. The imposition of the
traditional views Is harmful and unnecessary when it results In a negative eval-
uation of and blocked opportunities for some students.
As was mentioned much earlier In the report^ the traditional views of what is
appropriate for boys and what is appropriate for girls comes from the larger
society. The Committee was struck by how accurately and pervasively the schools
reflect tho traditional societal views and how they reinforce and perpetuate
these views. The schools also reflect the societal views re sex discrimination. Some
are concerned about It. Some ridicule it. Some are hostile toward It and, most
are unaware of It. Because of these later attitudes* there is not widespread con-
cern about the possibility of sex discrimination in the schools and the ramifications
of such discrimination.
The Committee felt that they found cause for concerns In terms of sex discrim-
ination in non-athletic and non-academic aspects of school life. We hope that the
school system will share this concern and take the steps recommended In our
. report to foriher explore or eliminate instances of sex discrimination, be they
large or small, by commission or omission.
Finally, we have been struck by many parallels the manifestations of concern
re: sex discrimination has had to the manifestation of concern re: racial dis-
crimination. We are aware of the steps the school system made in the past and
Is making now to eliminate racism in the schools. We feel the same high priority
that htts Deen given to the elimination of racism sbould be given to the elimina-
tion of sexism and that the procedures the ^hools have gone through With staff
and students about racism should be gone through with staff and students about
sexism. It Is only when alt levels of staff are made aware of sexism and Its
manifestations, both subtle and blatant, and Its effects on both male and female
students that the schools can make the sensitive, comprehensive study Of all
phases of student life that needs to be done and make the kind of recommenda-
tions for change that are necessary so that all students will have equal access
and equal treatment in all areas of their school experience*
1. The word "sex" should l>e added to the Administrative Procedures Bulletin
No. 57 so that the question reads 'is the program to all students regardless of
race, creed, or sex?*' This should th^en be a requirement for school endorsement of
nonschool initiated activities.
CONCLUSION
Rkcomuendations roH Action
1, SCHOOL POLtCY
402
2, B<Mird Policy No, 88 Bhould be changed to cover discriminatory beharlor
Wiaed on sex (see page 3 & 4)» This win then further provide for redress of
grievances based on sei discrimination under Administrative Procedures Bulle-
tin No. 66 (see page 4).
II. DISCIPUMB
1. In the ''Standard for Discipline'' sex must also be added so ail persons In-
volved are responsible to admit and eliminate prejudice based on sex as well as
race, creed and social class.
2vWhen there are two parents In the home either or both parents should be
contacted without regard to the seriousness of the problem,
8. An analysis of disciplinary problems and resulting disciplinary action should
be carried out by all schools to insure that both boys and girls are finally held
accountable for unacceptable behavior and to Insure that all disciplinary prob^
lems are handled e<kually and fairly.
8a. An analysis should be done at Central to see if mates are being dlscrlml^
nated against in the application of suspension procedures* 8ucb an analysis is
also sugg^ted for Oaiswoodi South and Northeastern.
db. The school system should collect and analyse data re: the referral for
snspenslon to see that these referrals are made vrltbout consideration of sex
and to make sure that male students aren't being unfairly treated In this area
of school action and In conflict wUb stated school policy.
m. OKKERAL SCHOOL ftE00M><&27DAtI01«S
1. Any separation of toy areas In classrooms should be based on criteria
other than traditional /emal^male activities,
2. Activities lending themselves to joint participation of both sexes should
be encouraged for playround use.
S. The schools should carry out an analysis of the physical set-up of class-
rooms to se^ whether or not there is equal access to and us^ of all materials and
classroom areas. If this not the case, immediate steps should be tak^n to remedy
the situations.
IV. STVbKNTS
1. There should be a grievance procedure for the women or men students to
use when they feel they are being discriminated against becaUsf of their sex
and that they should be encouraged to flie such grievances.
2. Action should be taken to examine students* beliefs about unequal treatment
and to then set about to eliminate any inequalities,
V. TEACHCBS ^
1. If there are pareiit thank-you nights for any activity ftotft parents should
b^ Invjfed and thf nked t6t m\t eitftt efforts which allowed their child td
partidnate in the activity.
2. All teachers involved in presenting plays, at whatever lev^Mn school or
of sophistication, should make sure that no plays of a sexist nature ( in tenns of
contei»t or rolo distribution) be presented.
8. f^chool personnel Involved in producing or helping students to produce school
bulletins and other periodicals should make sure that men and Women students
and faculty are treated equally In the number and content of articles covered
In school periodicals,
VI. STAFF
1* The sf.me high priority that has be^n given to the elimination of racto
sriould be given to the elimination of sexism. The same procedures the school
has engai.ed in with staff and students about sexlsm< When all lerels of staff
a&^ aw^rr.' of sexism and its manifestations and effects on students, a sensitive,
comprebenslve study of oil phases of student life at all grade levels should be
made. The recommendations for change resulting from such a study should t>e
Implemented so that all students will have equal access to equal treatment in
a reas of this school experience, including :
a. Efforts should be made to familiarise principals with the problem of sex
discrimination, the subtle and not so subtle ways it Is manifested and the
seriousness of the problem and then they should examine every aspect of
student life at school and eliminate those policies and procedures or activities
tvhich are sexist In nature.
403
b. Much work »hou!d be done to famlllarite teachers with the problem of sex
discrimination and ways it Is manifested and to then engage the teachers in
ah evaliiatlbd of the!r owp discriminatory remarks, rules, etc. and to help them
eUmlnate ;^nd change any discriminatory practices they engage In themseWes
or see others engage in.
Report or thk Sehlected Studiss Task Force
(By Mickey Spieles)
METHODS
Th6 Selectt^il Studies Task Force wa& implemented to evaluate a selection of
courses at the secondary level (grades 7 through 12), It was originally planned
to focus this study In three areas: textbooks, instructor attitude and student
attittlde. tJpon selection of specific areas of study the Intention had been to eval-
uate the written materials read by all students, interview the instructors* and
question the students.
Of the 13 courses selected written materials were evaluated in 10. In the other
three, beginning ar^ home economics and Industrial arts no materials were avail*
able to us, because they use multi-media and library materials. Some of the
courses had several books which were evaluated while others had only one.
We would have liked to Interview all the instructors for each coarse, or a
randomly selected sample from each course* It was stated by the administration
that If Interviewing of Instructors was to take place they must pick the instructor
and that the Instructor muH consent to be Interviewed. If for any given course
no Instructor consents to be Interviewed then obviously evaluation of the course
must be on materials alone. One must realize that this type of procedure will
obviously bias any data gleaned from such Interviews, as It will eliminate those
instructors who for whatever reasons refused to do an interview on sex discrimi-
nation or those that might be openly hostile to the idea of a study on sex discrimi-
nation. The task force was extremely unhappy with this procedure, but the mat-
ter was out of our hands. In order to get at least some cross sampling we asked
the administration to pick at least one instructor from each cf the 6 Junior highs
and 2 senior highs. This they did do.
The next section of the study, student questionnaires, was not done at all. The
intention had been to sample all those students taking a selected course, we
were informed by the administration that any student participation must be done
completely on a random basis rather than the students taking a specific cour«e.
Since we were evaluating specific courses this type of random sampling would
gather no meaningful data and therefore was eliminated.
SKLEOnON OF OOUBSES - ... „^ .
The Selected Subjects Task Force after some consideration decided to limit
this study to specific areas. It Is almost impossible at this time to examine every
course, text« Instructor and all supplemental materials used In the Kalamazoo
Public Schools in grades seven through twelve. It Is felt that the subjects chosen
are those which most greatly Influence the formation of values In young people
and therefore a close look at these particular courses is necessary as a first prior-
ity. The subjects chosen are Kngllsh, Social Studies, Home Bconomlcs, Indus-
trial Aris and Business Kducation.
Within each of the departments of study mentioned many courses are offered
and again a selection had to be made. Those courses finally chosen for studywere
selected In an attempt to get the courses which affected the most students. There-
fore, when possible, required courses were chosen. At th^ high school level there
are few required courses In thr^ departments. In the English Departxnent there
are no required clmes, therefore the two chosen were those which had tbe highest
student enrollmenv.
Junior high! Beginning art, anthropoK^, English, homemaklng^ Industrial
arts, and U.S. history.
Senior high; Psycholc^, sociolc^y, home and family living, merchandising,
U.S. history, and good and bad herces-mass media.
SEtXCTlOX OF TEXTBOOKS
The original concept had been that for each course selected all written material
read by all students would be evaluated. We spoke with the Academic Spedatlst
of eAch r)*p«rtiiift)t nad got Wrir UiU of book* ufl«d. Bot dinee e«ch Instructor
baa a fte^t Jell of autonomy In fehoofiln^f materUls and we w^re p^nkmaUy Bpe^ic^
ln« with oftly on*» it was Impoeaibl^ to obtain Hats of all supplepiental mteriaj.
We Attempted to read th0 barte tejt for €aob course If one wfts tis^.
Admittedly, since each book evatUlited was read by only one persion 8oine bjag
could not be avoided, but we don't feel that this can negate the findings which we
report.
tvAtt/AtioK or mrtfooKa
The task force prepared an evalnatton sheet which gave guide line in evaluatlhg
each text or paperback read, (see appendlt A * B). These evaluation sheets
included such a^estions as (1) number of pages referring to women and sp^lflc
women mention^ (2) number of photographs of women and how they pre de-
pWea (3) ac<*ptable and ufincceptaWe references to. women (4) personat cri-
Ujiues of the book rating it as : v^ry good--l.e.» non.ses(5t, irood. fair a'hd poor.
This rating was based on the definition of sexism as those attitudes and action?
which relegate women to a seeoridary and Inferior status in society and prevehtA
them from developing into full human beings, including those things which e^c-
clude women from a Wide range of ocoupaHonal pursuits and reinforce w<^/men*s
traditional role as mother and wife In society. .
ikmviKwiifo
Of the 13 courses selected, interviews were conducted with 13 Instructors— no
instructor would consent to be Interviewed in the senior high U.S. History class.
We were inform^ of this by the admlt^lstratlon and no explanation was given aa
to why no .one would do the Interview. Two Instructors were interviewed in Mass
Media. - r ', ' > *
The Interviewing was done by three people using a form written by task force
members and approved bv the administration (see appendljr 0>.
The form was written Usl^Uy to discover what materials the instructor u^ed
and whether sexism In materials was considered when choosing suj^lemental
materiaw. We also tried to discover awareness of any personal bias on the in-
structor's part and whether any such bias would slgniflcantly affect the teaching
of the course. s ?
EVAtt^ATXOHS
TTje course evaluation^ that follow contain a synopsis of the book review sq
well as a brief discussion of tho»e Items in the instructor Interview which
are pertinent to the materials and the general structure of the course.
General observations about the interviews are contained In a later section of
this report.
JUNIOa BIOR niSTOBY AND SOCUt STVDIltS
These two courses are combined In evaluation because of a communlcatWn pfob-
lem* We asked the administration If we might Interview a 9th grade history
teacher and received the name of an $th grade social studies teacher. Therefore,
We evaluated some of the books used In both courses.
Rife of t^/Jn^caHjfQiion, Vol, 1 Todd, Curtis I*ubllsher Harcourt, Brace k
World, Inc. 1668, The total number of pagea Is 704. Of ihat number there are 26
references to women and only three notable women iiivneioned--Emestlne ftose,
Harriet Tubman and t>orthea DIx. There also Is a capsulation of women In early
history. There are five plctui^^ of women in the whole book. Two were portraits,
two of women working In mills and one of the Salem witch trials. There were
284 pictures featuring men< Our reader gave this book a poor TAting with th^
suggestion that '"period literature or books written to illustrate sp«rlflc view-
points to be used to cover the gaps obviously left as far as women are concerned/?
VT^f^/Cf^ ^HiJ^JL^^^^^ + workbook. Henry F. Graff, publisher Rand Mc-
Nally Ck>.. 1OT3, The total number of pages Is 605. There are 14 references to
women and of that 14 all but two were dealing with racial minorities!. Sojourtier
Truth and the Orimke Sisters were mentioned as abolitionists with no mention
made of their struggle for women's rights. Many chances to point out discrimina-
tion against women were missed. The writter dwelled oh Informing us of the pas-
sage of th? 13th and 14th amendmentii. but failed to discuss the fact that this
did not Include black women. Nothing at all was written about the struggle to win
pas^ge of the 19th amendment giving women the right to vote- When he does
speak of discrimination against women one gets the feeling that discrimination
405
Wits to be exiH>cted* The causes of discrlmtnation are never discussed. For ex*
am|>!e :
Women— even If thejr 9cete educated— could not expect the kind of oppor-
tunities that educated men could. Nevertheless the heavy burden of housework
became lighter/
There tiere 116 photos of men compared to 8 photos featuring women. The total
coverage of the women's movement is detailed in the next paragraph.
As the 1070*8 began, people throughout the United States were speaking out
about alt kinds of wrongs. One of the glaring wrongs was the treatment of
women. In response to the problems a group of women founded the Women^s
Liberation Movement^ seeking an end to discrimination against their sex by
employers. This kind of discrimination was (note past tense) the most common
form, throughout the nation and millions of women were determined to end it
onCe and forali.
Selected Case 8iutiic» in American Ilistorp Vol. 1, Gardner, Beery, Olson,
publisher AUyn ^ Bacon, 1060, The reader of this book rated It as fair with
the suggestion that perhaps r few more stories could center around females.
Queen Isabella was seen as a person acting in her own behalf. I^if Edckson*s
sister Freydls was said to have spent a winter on Cape Cod* It was a spinning
whorl that evidenced n Viking settlement. The good thing al>0«t this story la
that It is accepted as natural for women to be on the scene.
The Afro American in VnUed StaicB i/lalory, Lashln, Dasllva, Sandifer, Flnkel-
steln, publisher, Globe Book Co., 1060, This book was rated good. It did include
several imtx>rtant black women in history. Of course Harriet Tubman and So-
journer Truth but als^ women like Prudence Crandnll, teacher-Phllils WUeatiey ;
poetess-Mary McCleod Bethune; leader of blacks: Gwendolyn Brooks, PuHtlzer
prize winner: Wlima Rudolph, Olympic medalist. The major criticism was in
the coverage of slave America, Th<* Importance of black fepiales in the white
family as nanntcM and surrogate mothers was passed over.
Promise of America^ Cuban, Hoden, publisher Scott, Foresman, 1971. This Is
a series of booklets three of which are used for 0th grade hhtory. They are
the Siaritnff Line, Breaking and Building, Struggling for a Dream, These books
are difficult to rate as sexist or non-sexist because of the general nature of the
books. While most history books u$e historical personalities to illustrate the
flow of events, Promise of America uses vignettes of dally happenings to portray
an area. In Struggling for a Dream there Is a four page summary of women's
struggle for equality, quoting Sojourner Truth speaking at a women's rights con-
vention. One criticism Is the overwhelming number of photos featuring men.
There were, In all three l)Ooks, 107 photos featuring men while only 21 featured
women,
Kegro Views of America, Oliver, Newmann, publisher Xerox, 1967. This Is a
pamphlet used in the 8th grade social studies which is an anthology of writings
by blacks on l>einK black. This pamphlet had 10 sections none of which were
written by or about women. There Is only 1 picture of a female — a slave woman
with a child. No mention is made of the hard times of the female slave as has
been expressed in Unda Brents, Incidenis in the Life of a Slave Girl Out of a
total of 17 photos, 14 feature men. One chapter dealt with statistics indicating
the difference In wages, expenditures, education* etc. based on color line. No
sex break down was offered indicating that the black female is the lowest on
the wage scale.
Black in America, Hayden, publisher, Xerox, 1969, American Education Pub-
lication Unit. One interesting thing to note about this pamphlet is that at the
end of each chapter there is a short section enltled 'Their Names Survive". Out
of 30 names mentioned four were females. Specifically mentioned were Lucy
Terry, black poetess; Deborah Garnet, who masqueraded as a man to fight In
the revolution; Mary S. Peake and Charlotte Forten, teachers. One cannot
believe that these were the only black females who did something worthy of
historical remimbrance.
Building CitizcnMhip, McCrocklln, publisher Allyn k Bacon, Inc.^ 1965. Only
5 chapters of this book were reviewed, or 117 pages out or 580. The chapters
are used as a structural background In government. The one reference to women
was to Susan B. Anthony and Lucy Stone who '^protested that such an arrange-
ment (not being able to vote) implies that women were unfit to voters as
criminals, children or idiots." Of the 3 pictures of w*omen there were suffragette
marching* some women from the I^eague of Women Voters and women working
In a bank. It is interesting to point out that almost all of the organization
chfttU tiled to sh^ tb0 decWon making process pictured men at alt levels,
Tfee Impilcatlott being that women only enter the process In the voting booth*
PQV^rtif iin4 Wetfar^ RatcUffe, publisher Houghton-2dJfl8n Co.. 1969. This is a
booklet whlcti Is one 6f a series entitled Justice In Urban America* The women
mentioned were weUare mothers seeking legal ways to obtain their rights. The
phC'^06 were considered most demeaning to women. They show them sitting or
slccicnlng in dejection and frustration unable to cope with their situation while
It is the nnaband who seeks and finds answers, Bot since it Is women yrbo most
generaUr receive welfare and who have no husbands in their household one
woiQders bow realistic this picture ot urban America really Is,
Btorp of the American if^tUm, Casnerj Gabrieii fiiiUer, !lartiey» publisher Har-
court, Bra6e & Wotld, 19^2 with 19d4 supplement. Ifixcept for brief mention of
Virginia Dare» Blisabeth I and Queen Isabella women play no part In the first 860
pages of this book. There are 29 photos featuring women compared to 211 Of men.
These pictttres depict such things as holding babies, watching, working in
mills, throwing fioWers at dictators, riding boats in frilly dresses, nursing In
hospltatsi distributing food. No mention was made of £|eanor Roosevelt or
othet influential women of the period. The women's sufferage movement was
covered in 3 paragraphs in a book of 785 pages,
L<$u> and the Ot^unUr^ pubHsber Hougbton-Mlfflln Co., 1969. This Is one of
the Justice in Urban America series. The reader of this booklet rated it as good,
With the post script that the problems of poverty seem to cro^ all boundaries
including those of sex«
The tfovi of Mafh^An iniroduothn io ITony Cultures, John Jaroilmek, Barbara
Datls; pnbilsher, MacMlllah Co.* 1971 This book was rated as good with the
following remarks, '*A8 it treated economic revolutions, it should have treated
the feminist movement as a revolution In the poWer structure and should have
shown the >clevahc^ of the movement to all people getting their human rights.
Only a few maU$ were speclflcally mentioned (Ghandl, C!ommodore Perry) and
the Inclusions of women were deilberale and good* Snfilclent thbuj^ht (luestlohs
were posed to countei^>act the traditional sex roles so thoroughljr detailed Jn
sections on iinderdeveioped countries. However, the preponderance of male fea*
tured photographs and the fact that the females Were pictured in traditional
roles reinforce the title of the book* if the visual message influences m^te
than the written word, tqen the good elements In the text are ove^shadowed by
the photos* The fact that the authors may have bad some Insight Into the im-
plications of the title *'The Way$ of Man" Is evident by the fact that the/ chose
to Include "women" as a subject in the topical index whereas they did not for
men* Matthew Perry and Qhandl, to give a couple of etample^ were listed fn
the index, as were many male religious leaders, but the females mentioned
in the text« such as MauasakI 8hiklbu, the first novelist and Golds Melr, were
omitted from the index.
The instructor Interviewed was not noticeably aware of the new trends in the
women's movement Although conscious of racism in a text, the b^k^ had never
been looked at for sexism* Even though this person felt the course was relevant
and in tune with th« recent changes that have taken place in society no attempt
had been made to Include an examination of the women's movement and hd^ it
can and will affect the government and the structure of society.
SBNtOB HIOH UNltED STATES HISTOBY
The information for evaluating this history course comes entirely from the
review of the textbook used, for no history teacher would consent to be inter-
viewed.
Rise of the American Ifaiion, Vol. 11. Todd, Curt!, publisher Harcourt, Brace
& World, 1968, The reviewer gave this book a rating of fair. References to women
in'the book are acceptable, with the exception of one which is Included In a photo
caption. The primary objection Is that women are nearly Invisible in the 789
pages of the book, both as individuals and as members of groups. There are ii
one^word references to women, in the contexts : "men and women'', women and
children", "hotisewlves", and so forth* Of the approximately 225 pictures In the
book, 139 feature men and 13 feature women* Every picture of "men only" is
literally that Some of the "women" pictures have men or boys In them, with the
woman most prominent* The remaining 73 which feature neither set include
scenery and other non-human subjects; there are very few with both sexes in the
same photograph*
Only 26 women are mentioned by name In this entire book, most of them given
^^-2 sentences. In fact, five of them are included In a single sentence which
de^Hbes ^xp^nded ot>portunUtea for wott^o, Jane Additm9 wfts given the most
Bp6(^, wltli a dlpsule Mc^phy knd aceoimt of the fotmdin^ of Hull House
which covered $ paragraphs. The fact that ''Andrew JohnsonV* deroted wife
taogbt him to r««d is notM, but the women la tiot named.
' Si^bjecta of $lg:nldc$nce to womeiii are mentioned on 13 of the 7S0 pages and
in no case are they given anj^ eztentive attention. Speclflcally, suffrage Is treated
In ! paragraph, labor legislation in 2 sentences, the changing nature of the
family til 9 paragraphs, womeki in World War tt in S parargaphs and $o forth.
A auDee^ilon entitted "New Opportunities for Women" oonslsta of d paragraphs
and cltea women's increased freedom from household drudger^i volunteer work
in c(vl<» projectn, itnd new Job opportunities. The latter deserves to be quoted
in Its ^tiret)^ s
/ rapfdijr multiplying machines in mills, pidnta and factories created new
}oba for wom^p who cculd work on some assembly lines Just as eficlently as
men. This was especially tree In the textile and tobficco faetorles that wer^
iq[>rtnging up in the South. It was also true of the canning industry iand of many
other types of factory producUon. Moreover, women were finding increasing
oppoKunities to work at selling jobs and as clerks and stenographers."
There is no accompanyiug list of Jobs which could be performed efficiently by
men; the implication la that men are qualified for any Job they may choose.
It fs noteworthy that all the jobs mentioned here are characterlaed by mo-
notony, low pay, and little chance of advancement into managerial or administra-
tive positions.
There are significant periods of American History in which women played a
large part, equal to that of men but different enough in quality to warrant
dal mention. We refer to : migrations to America from other partu of the world i
the westward movement in this country ; settlement of the frontier j Prohibition ;
at&d the movements for equal rights and for unionized labor. Nowhere In the
treatment of these subjects are women given anything approa<^hlng adequate
coverage of their contributions. Once again, if we are to Judge froin this text,
women are simply Invisible in the development of this country.
Even women of individual achievement are given only cursory notice. Surety
there should be more mention of Eleanor Roosevelt th&n Just one picture of her
with the President Her work for women*8 rights, for making a place for women
in politics, as ombudsmen for the nation, as an author and United Nations dele-
gate are Important accomplishments. If Charles Lindbergh is mentioned for his
aeronautical exploits— and he Is—could space n^t aigo be found to mention
Amelia Karhart? An opportunity to name Mrs. Hosa May Parks as a central
figure in the beginning of the Civil Rights struggle was also overlooked.
These examples were included to show specific and indisputable Instancea of
unequal treatment by the authors and publishers of this history text. The list of
such omissions could be extended. Perhaps the most positive thing which can be
said about this particular book Is that the areas for improvement are Ho vast
that any step in the proper direction will be immediately evident.
When looking at the texta which have Just been evaluated one fact Is apparent
and that is the omission of women« This is done while also omitting the legal
ttiid social disadvantages which women face. Women are seen in passive roles
enjoying all the benefits of a social and economic system which men have created
and operate.
Women are omitted by topic and by virtue of the topics chosen, Those areas
where women abound such as theatre, arts and dance are generally left out.
It is interesting to note that inclusion of blacks into texta and use of texts
about black history did not include the black female— ahe is as Invisible as her
white sisters.
In view of these kinds of things this task force has several suggestions to
make. It is our hope that the contribution of women will be included In all areas
of histor;^. Women should not be added as post scripts to historical actiO^n but
rather as the integral part of history that they are. Also it 1^ sugg^ted by this
task force that at least one course related to women be added to the curriculum.
Due to the fact that areas are only briefiy covered in a history text, a class
dealing specifically with the women*s movement, its history, leaders ana growth
would certainly be in order.
mOHOLOOT
Above all others, it is hoped that a course in psychology would be free from
predetermined roles for male and female and that It would deal tHth individuats
l6 help students understand themselves in a personal context and not in a stereo-
408
typed context, Unfortunately, this Is not the case with the course we evaluated.
Five books are used, one text and four paperbacks. The foUowlng are our
evaluations i
Psychology, by Frank Cox, publisher Wm. C. Brown Co., 1070. There are few
positive quotes such as !
Sad to say, , . , the role he (the male) decreed for the female was often de*
sifirned t6 enhance him and control her * , , She ha^ been bought and sold,
rejected If she cannot produce sons, and often killed in infancy since she was
considered to have Uttle value. The right to determine her own life has largely
been withheld . . *
The author has a heading In one chapter entitled "The BltTerences Between
the Sexes/' In it he describes only physiological functions of the female, men-
struation, pregnancy, lactation and menopause and how each affects her emo-
tlonally. The mate discussion deals with man*8 self image and how ability to
sexually perform directly affects it. The author goes on to say,
"In a competitive society where man*s success is measured by his productivity
and achievement, the prosperous male must manage two marriages, the fltst
to his vocation, and the second to his wife and family.''
This leads into a discussion of ''man's first obligation : worV which covers
a page and a half with a footnote which reads :
"It is also true that marriage to a woman who is committed to a profession,
nursing for example, dictates a different family relationship from what is
common practice."
This kind of sterotyplng is prevalent throughout the t>ook. We do not neces-
sarily take issue with Mr. Cox*s explanation of certain male-female character-
istics, but rather that is should t)e given without any discussion as to whether
this role casting is for the betterment of all — male and female.
A Primer of Freudian Psycholoffj/f ed., Calvin S. Hall, publisher New American
Library. This is basically an historical account of Freud's thoughts. Such a dis-
cussion In psychology Is necessary. It Is hoped that such discussions would
be balanced with more current psychological thought and that rreud*s view of
women be explained.
l^<iminif Reinforcement Theory, Fred S. Keliner, Publisher Bandom House,
10^. Thir, Is a rather technical book but nonetheless sexism is evident. Thd
words "feminine'* and "submissive*' are used interchangeably which can only
reinforce a stereotyped image of what being female must mean.
"Why Am f Afraid to Tell You Who I Amt, John Powell, Argus Communication
Co., 1069. This is a good book dealing with ''insights oti selfawai'eness personal
growth and intepersonal communications." Most of the material Is written in
neuter terms and applies to all persons. ^Vhen a difference In emotional behavldr
between men and women is noted, it is also noted that such differences are
culturally derived.
DIBS, In Search of Self, Virginia M. Axllne, Ballantlne Books, 1064. This
book deals with the counseling of a child and his mother to work out emotional
difllcuUles. It was rated as good, but it is worth noting that the father did
' not actively participate In counseling leaving this important responsibility
solely to the mother.
If the instructor interviewed for this course was aware of the sexist state-
ments contained within the text, it was not Indicated to the interviewer. For
this class the text was used in its entirety, although not In the same order
presented. Also used were the four paperback hooks evaluated as well as four
books of ^the students own chCK)Mng. Judging from the material as well as the
attitude of the instructor a very traditional and limited rote for men and women
is presented.
SOCIOLOOY
The textbook, Society Today, published in 1071 by Communlcatlon^f Research
Machines, Inc., states in Its preface that "it presents, through today*s soci-
ology, a full view of society today." Actuali>^, It falls far short of that in
regard to exposing sexism. There was not time to review the entire text l)ecause
th6 ta^k force was not given the book until the end of the school year. However,
two entire chapters were read.
The listings in the index were as follows: "Women, rights of, 266-07, 26^,"
but there was no listing for "men,'* the implication t>elng that the content
dealing with men was so extensive that it was impossible to Index. Another
listing read: ''father, role of, in socialization of children. 50'^ but there was no
listing for "mother," the implication being that the things a woman does as
O
ERIC
409
k motheir are too 6l«\m to Itide*, whereas a man's contribution as a parent
19 preoiM and such a minor part of his life that it can be Indexed and even
aescrtbed in one page.
The chapter on Family and Kinship declares :
*The Instltntlon of marriage reduces sexual competition among men by deflnlng
rights of legitimate access to women without Implying either the subordination
or the defeat of those excluded. For the partners themselves marriage serves to
manage their sexual and psychological tensions and to reinforce their primary
sexual UentlScatlons**' ■
Women are viewed as objects of sexual competition and are told that the
purpose of marriage for them is that their sexual Identities will become stronger.
Ift our society, this means they will know that they are second behind men. The
^^Jt ao^snt Indicate how marriage might serve the Interests of women.
The text notes that rights for women have become institutionalised and that
women and men are beginning to relate to each other equally so that both parties
recognlw* the other's needs. However, it notes that»-extra-marital sexual outlets
(prostitution, maintaining mistresses) have been allowed only to men, a fact
that reflects both the social distribution of power and popolar conceptions of
the relative biological needs of the two sexes," and the text does not go on to
point out that this Is exactly what the women's movement is all about
The authors apparently think that they are describing the most progressive
trends in society when they write that '^because of the greater partlclpaUon In
the raising of his children, the husband has developed some of the nurturant
qualities that once were considered the unique province of the woman. The vrtfe,
on the other hand, has been encouraged to take more interest In her husband's
work and In community, political, and social Issues." Completely missed is the
fact that women want to take Interest In their own work and to become a part
of the power structure and not merely tea-party politicians.
Although the authors state they foresee Increased availability of daycare
centers allowing mothers to pursue civic and occupational activities, they belle
themselves by writing that :
**Tlie more expressive aspects of family life. Including the maintenance
group solidarity and the reduction of both Interpersonal and Intrapersonal ten-
sions, remain, however, the primary province of the wife-mother. Young l>oys
4 nd girls continue to learn distinct masculine and feminine sex roles. Boys learn
ti e Importance of aggressiveness. Initiative, and success In the competitive world
of sports and business, and girls learn the Importance of charm, nurtnrance, and
sue ^ess In the competitive world of husband hunting/'
T*^ state as fact that boys must learn aggresslvenesit In order to survive In the
busltess world and the girls must learn to compete so they can successfully
husband-hunt Is a seslst, bigoted, antl-humanl^arian opinion completely out ot
place 1 1 a text book.
Pictures In this section showed a middle-class Caucasian male showing his son
how to lie his lie, play golf, and plant a garden. He vacuums while his wife feeds
the baby and l>oth husband and wife wash the car. The message Is superficial
and, coup'ed with the written text hypocritical as welL The male is not reaUy
Interested In changing his role If It means relinquishing power.
The chapter on Socialization stresses the importance of the development of a
child's sex-role Identification. It notes that the father's early responses to the
child ''may l;e expected to bolster the child's sense of competence and self*
detennlnalion/' It does not Indicate that the mother can also foster these self-
impresslons. The text goes on to state the relationship with the father sets the
stage for sex-role acquisition. It then dednes what this acquisition encompasses:
"Male children, at least In American society, typically become oriented toward
Instrumental achievement outside the family context (In sports, in school and
later In l)Uslners cr professional life) and learn to be active, somewhat aggressive,
and overtly unemotional (except perhaps in expressing anger). For the male
child, Instrumental adequacy ... Is critical to the development of his self-concept
tlon. For the female child, ... the goal tends to be the development of certain
expressive abilities, empathy, nurturance, and aesthetic concerns rather than
Instrumental achievement. Thus . . . girls are likely to be less aggressive, more
passive^ more concerned with emotions, more willing to express their own emo*
tlons, and less concerned with Instrumental achievement."
The authors do not even raise the question of whether or not such socialluition
ought to continue. They strongly imply that continuance Is desirable because
^'problems stemming from Inadequate, ambvalent, or incomplete sex-role identl*
410
ficatton are a fertile source of tnterpersonal difflcuUiea and later neurottc dift-
turbanees. The author* riot^ almost parenthetically that "the content of sex roie«
ia Immensely variable from culture to culture," and leave the reader with the
impression that the American definitions of set roles are immutable.
The authors indicate they understand the basic goals of the women*8 movement
wheti they write:
••For women a» well as for men, a commitment to work that is both personally
fulfilling and sufficiently remunerative, coupled with assistance for parenta Is
spreading both the burdens and the Joys of child rearing, probably represents an
Ideal aolutlon, but one unlikely to be often encountered in the Uuited States/*
And It vdll always be unlikely as long as textbooks keep perpetuating the
^tatua duo, as doea this text. The authors also write that In marriage ''the goals
of stability and accomplishment can be mutually supporting, as when a promotion
for the husband provides sufficient money to satisfy his wife's demands for mate^
Hal security and social prestige and causes her to support actively her htisband^a
career objective^" The authors have unwittingly presented an extreme^ good
argtiment supporting the women's liberation movement which would benefit both
male and female.
The picttires In this chapter underscored the status quo content. A full*page
color picture of three girls playing drer^s-up, one In a bride's dress and carrying
a doll, opened the chapter. Others depicted a girl playing house and another play- >
ing mother. There were five pictures of mothers cuddling children. There were no
ptctiirea of fatbers with children, and the one picture Of a b<)y showed him assem-
bling a model. Essentially, the visual message was that girls train to be mothera.^
The sociology instructor interviewed use8 supplemental materials l)e8id^ tbid
text which the teacher finds to be lacking In discussions of ethnic an^ cultural
(Including women's Issues) societal forcea. The instructor and students Intro^
duce relevant current events in class. For example, changes in life-styles aire
studied and the popular culture (soap (^ra, movies, advertising) is examined
for its treatment of mates vs females. The teacher has invited women having
non-tradltlonal careers to address the class. The teacher attempts to have the
students apply the satne scientific method of study to their own lir^ that they,
as sociology students, apply to other people.
The heart of the problem for this particular course can be seen In the fa<rt
that of the textbooks reviewed, 6 are rated as poor and only 1 is even rated as
fair. The one novel of this group is not rated, for it presents an historical
perspective, rather than a current one. Though we might ask why this partlcalar
novel (The Bridge of 8an Luis Rey) was chosen, as opposed to some other, it
may still serve as a take-off point for profitable discussion. Its treatment of
women is what one might expect in the setting of Peru, some 200 years ago.
Indeed, the author himself provides some positive insights that can be followed
up in a classroom, without breaking continuity in the examination of this book
as a literary work. For example :
<The Abbess . . . had fallen in love with an idea several centuries before its
appointed appearance in the history of dvillKation. She hurled herself against
the obstlnancy of her ti*ne in her desire to attach a little dignity to women. Look-
ing back from our century Tv-e can see the whole folly of her hope. Twenty such
women would have failed to make any impression in that age." (pp. 27-28) V
Quantitatively, In the 7 English books reviewed, females are the central charac*
ters of 33 stories, while males are the central figures in 156 stories. The total
number of stories is somewhat larger than this, but these were clearly defined as
focused on one sex rather than the other. Tbe poetry section of one literary
anthology contains works by 20 poets and only 4 poetesses.
Qualitatively, women suffer even more in these literature texts. References
to them are most often made in terms of "mother'*, "grandmother", or some
other role which is traditionally assigned to women on the basis of their alleged
sexual predispositions, e.g. teacher, nurse, librarian. They are seen as passive,
naive, ncm-aggres^ve, needing help and leadership from logical and mature men.
For instance, women do attend meetings and help out with projects, but mv<^n
chair these meetings and make the decisions as to which protect wHl be under
taken. So far as could be determined, no one in the mother role Is seen as having
any other role, not even an •'acceptable" one such as te&cher, noes this mean that
the two are mutually exclusive? If so, why is the role of "father*' not alsoiropor*
tant enough to excludeany other career?
JU»tOB HIOK BNOUSH
I Bjr far.tbe likAiortty of referepceis to women are talnor find md^ 6n\y M
iiilWiitl. WbiAlwMo charftcterg <|re more speclflcalJy Mngled out. It U oeuaily
with jle<l*rlp«dti^ tbat are le6s than flatterinjf. Some examplea of phrases refer-
ring to women are; "glggUng gitr? *'a lumpUh awkward creature**; "a^wife,
tioftlng a crab** ; ^*gtrt tagging arouiftd after a boy" { **eccentric'\ and $o forth:
iPbotographg and Uluatrattona of glria and woirien show them "sitttpg**, "looking
frightene<i"» and "fashloftlnit a wedding go wn^ to dte three typical exatiaplee.
Some of the wor^t treatment of women la seen In tbeae two pasaage^i:
**in Individual sit^ and atreogth^ of course, we men had the advaptage, but In
dirty tlghtlng the girls were doflnltely more adept*' CounttrpoM in jAieraimr^
p. Ml. ■ ■ ■ • ' •
'*frhe matter was hushed up and Mateo married the girt HU wife Oluaeppa
preee^nted him at flrs^ to Ms fury, with three daughters, but at last came a
son , . . "Ibld^ p. m
The particular book from which these passages were taken has no treatment
of prominent women at all, nor of significant subjects relating to women; with
no ipNDSltive or even neutral reference!? to women, any "education" to be gained
from this textbook soon becomes a mere reinforcement of the existing negative
stereotypes and prejudice« hc4d about women.
Another collection features only 2 biographies of women— swimmer Gertrude
Ederle and sculptures^ Vlnnle Ream^ln Its 511 pages. One unit In this same
book is entitled ''Giants of the Earth'> and asks in Its forward: ''Why do you
think the whose life stories follow might deserve to be called the giants
of the earth t*^ (underHng men). Another unit has a story which mentions the
Women*8 Soffrage Movement in this context : "I'd like nothing better . . * (than)
to Inform all those crackpots in petticoats exactly what I think of their antics/'
A letter from Thomas Jefferson to his daughter exhorts her: ^Nothing is so dis-
gusting to men as a want of cleanliness and delicacy in women. I hope, there^
fore, the moment you rise from bed, your first work will be to dress yourself in
such style as that yon may be seen by any gentleman without his being at^e to
discover a ptn amiss . . Surely personal hygiene should be a matte)r of con-
cern to persons of either sex for reasons of health and comfort. A failure in this
regard should not be Indicative of disrespect by a subordinate toward a superior
in an uneaual relationship. « . *
Another facet of sexism may be seen in the fact that children's friendships
are almost invariable portrayed as boy*boy and girl-girl. Are we to assume that
there are no activities or interests shared by both boys and girls which could
be the basis for simple friendships?
/The auality of the lives lead by women is lower in intensity and variety than
the males, who are seen as multl-dlmensional persons Involved in adventure at)d
excitement. Only rarely In any of these books are women seen who exhibit cour-
age, competence, and Intelligence. One major exception, conspicuous by its
singularity. Is the inclusion of The Diary of Anne Frank. ^
Even spelling books show a disproportionate focus on men. One text has 85
roles and occupations for males represented in Its Illustrations, with 5 for females.
(See Appendix D). The tests and aaestions refer to males 75 times, to females
14 times. Sentences mentioning girls say very little of real substance: "Jenny
enjoys music.** On the other hand, sentences referring to boys find them inter-
ested, active. Involved: "Jay Is training to be an underwater explorer.'* A steady
dose of these subtle cues can only lead to expected conclusions In behavior pat-
tcma Olris *1eam" that it is "proper" for them to remain on the fidellnes in
life— passive, dependent spectators. Boys "learn" that it is "proper** for them
to be the center of activity, to be in command, to be the decision-makers. Another
speller reviewed by this I'ask Force had a dictionary section which included the
word "male" but not the word "female**. The same book had few sentences about
women, and these were role-oriented. Typical examples are: "The old woman's
arthritis made It a tedious Job to vacuum the mg/* (p. 91) "Mother served dough-
nuts and elder in her new crystal glasses.** (p. 16) Male references were varied
ahd not dominated by such ster^typesi
The teacher interviewed In conjunction with this course appears to be sensi-
tive to the changing rotes Of women in our society and to the chahgeci in the
way females view themselves as persons. The class has discussed womeh^s rights
as a f acet of civil rights. There has also been discussion of personal and individual
right, as seen In various worjts of literature ; this has lead to 'iuesttons 6>ncerii'
In* responsible decision making. It is the teacher^s hope that by allowing discus-
sion of such topics as they arise, and learning to cope with current problems
ur
412
thitl ^th0 BtudentA cAti mature enotigh to help educate themselTea'* Svkch a con-
mii for pewottal growth and stimulation toward self-actuallRatlon cah do much
to reverse the standard female orientation as oae who sits at the edge of th6
maid^treiim of life and waits passively for the tides to push her In one direc-
toto or another. This teacher feels also that "Women need to know they have ii
worth in order for our society to make progress.'* The sex ratio In this particular
classi is 2 girls to 1 l)oy, and the teacher estimates that one-half to two-thirds ar6
college-bound.
GOOD AND BA0 HESOea—SEKtOR HIGH CN0U6K
This is a one semester course of readings and discussion dealing with many
aspects of heroes. The material used varies from semester to semester depending
on the student makeup of the class and whatever happens to be crurent. Tt^
students also must read four addltltonal books— two biographies, two autobiog-
raphic* In addition, blogrpahies are read of people whose names are familiar,
but whose place in hiatory Is vague, denerally four works are always used.
Johnny Got HU (7Kn> THilton Tfumbo, This novel presents a very strong anti-
war message. It centers around a war victim. The women of his life seen in flash-
backs were portrayed realistically In a manner fitting the setting,
JeiUp CMnt, Bupermr, Andrew Weber, Tim Rice, 1060. This i8 a new telling
of an old story. Women are handled with a traditional and biblical sense. Jndg-.
Ing this from a sexist standpoint becomes difficult, but one can question why this
work was chosen over others,
BoeitMli A Ne¥> Tetling taken from Practical English Magailne, ThU Is a
new English version of an old legend of the young hero conquering evil. From
a sexist standpoint one cannot question the traditional treatment of women, btit
again one wonders why this particular heroic tale was chosen.
The Black Hero, ed. ^furray Thomas, Publisher Scholastic Book Serviced, This
book contains articles by 16 authors, three of whom were women. One story
dealing with black women is '*The Negro Mother" which points out the impdr=-
tance of the black women's role of support for the black man and her childreft
in the struggle to get ahead, !She la submissive, loyal and loving. This Image maV
very well be a valid role model for some women, but perhaps another mode)
could be preeented for those women who do not wish to be mothers, ^
A problem with our society is that t/)o often women are taught to be pothing
more than possessions of men. The following quote la very exempllary bf thW
philosophy:
i. is loved she is beautiful and I must tell my women that th^y art
beautifol, first because I find them to be so, second beca»)«<* they need It as an
extension of my manhood and my confidence in myself. I can say to them, *1tM
are beantlfol, yoo are not scrubbing the floors. That is not you. Y6n are a queen.
Ten thousaftd Queens of Sheba. Scrubbing floors on your knees, 6et tit), Walk.
Talk. Be what you are. My woman whom I will defend and flght for to the deaths
The instructor interviewed was aware of discrimination particularly racism,
but was also conscious of the rather negative image women are given. The In-
structor was constantly changing the structure of the course to meet the needs
of the students. He felt that studying heroes per se was simply a vehicle for
^ching other concepts. But when asked, If for Instance, the class was pre-
dominantly female would more material about females be Included the answer
was no. The interviewer felt that this Instructor while aware of sexism was not
aware to the point that he was actively trying to change sterotyped Images
through the matirrlal he selects for the course. This instructor suggested an<l
Itjs also the suggestion of this task force that workshops be held among teachers
which would point out the blatant and subtle forms of sexism.
HOME AJfD FAWZLY UVT»0
In the Bulletin of Courses this class Is described as "an attempt to under-
stand the place of family life in the modem world. It stresses the need for self-
understanding, and understanding those customs which lead to marriaee . l
readiness and adjustment in marriage; earning and spending more," The only
problem with this description is that they wnltted the word tradlHonal, The
only good things abont the book used for this course is that the insf motor we
talked with didn't use It very much, hut since there are other Instructors, w6
obviously don't always have that assurance,
Y^^^r^wft^i***'^^'' ¥^^^.9^ ^^^"i' ^^^0. Judson Undls and Mary
landls. Publisher, Prentice-Hall, Inc., mO. There was several complaints about
RIC
the ItKwV bany of which the Instructor ajfteed with. The book wan very xolddle-
cla^ ttla^kft were the Ofaly tuinorlty pre$ented which tended to make the attempt
to t)e ttititH-ethhtc coiatrived. The pictures were quite damairfnj^ and also some-
what contrary to th© Wrlitett cohtenls of the t)00k. The book mentions several
tlincia tbat marriage has be^ romantklseed and then the pictures included rein-
force such romanticism, showing blissful dating, weddings with few pictures
6i conflict in In le^per8onal relationships. The pictures reinforce the rather
traditional child-rearing roles— with mother tending children and father shown
actively invotifed with the children. Another area which made unacceptable refer-
ences to women is premarital sex and early marriage. If one wore to Judge from
tMs t>O0k alone one might conclude thit girls are all to blame for early marrl-
agca which In general ruin the careers of young men. There are many quotea
to siipport such a thesis such as the following. A section on negative affects of
premarltAt sex statea that girls view sex as a step toward marriage and will
suffer emotionally, but a boy vrtll be worse off If an unwanted pregnancy ot early
marriage Impairs his future. **Hls future life achievements can be restricted by
the early sexual involvement." Another says, **The girl who encourages the boy
in extreme petting which leads to Intercourse may put an end to his plans for
bis future education and vocation.*^ Don't girls have a future? Why does the
author blam© only them for the pregnandes?
Another fauU with this book Is that It assumes everyone^s goal is to be married.
Quotes such as the following, ''At this point In your life the Important duestlon
Is "Am I becoming a marriageable person/' Another, 'teenagers have freedom
to test ones interaction with people of the other sex. As long as one Is not yet
marriedi there is stilt time to find a life>time partner with whom the most satis-
factory marriage and family life is possible: one is not yet positively committed
to trying to make the best of a bad choice.**
This is a very traditional marriage textbook and It has such limited horizons
that students aren't encouraged to look at various lifestyles. It stercotypefii both
male and female and makes many assumptions about male-female behavior which
are not necessarily true. Rather than help a student discover his/her own po-
tential as a member of this society, It has already cast everyone in the play of
heterosexual love, marriage and family.
The instructor Interviewed for this course uses supplemental materials In
ptace of this text. This teacher attempts to show students the historical develoiv
ment of the concept of "family/* sex roles within different cultures and socio-
economic groups, and the realities of the profession of parenthood. Not only does
the teacher introduce women*8 Issues to the class» the students do also. For ex*
ampte» a couple of students reported on Women Awareness Week at Western
Michigan University. The students are encouraged to examine their own life-
styles and beliefs and to consider a broader range of alternatives thah they had
previously. They are helped to see their own needs more realistically so that,
for example, female students will see that marriage does not guarantee them
• nnancial security and males will seo that babies do put demands on fathers
which are not always pleasurable. The Instructor encourages the students to
evaluate their options and to have reasons for their choices beyond merely
accepting a previously established pattern.
For this course we interviewed two instructors who used two different text-
books* Both of the books are used as background material with the bulk of
course material cou^ing from radio, television, newspapers and magasines. The
differences In the wny this course was handled points out how crucial instructor
attitude and awareness can be. Both courses used the major forms of media as
instructional mr^terial, but one teacher pointed out how the mass media uses
women and sex to sell things and how the mass media treats women in general.
On one evaluation sheet used by the students for television the teacher tries to
get them to look at the role of stereotyping done within a television family. The
?iuesHon Is also raised whether or not these families are like most of the people
he student knows. In contrast the other instructor did not mention any such
attempt to try to expose stereotyping. The text used by his instructor was rated
poor, white the text used In the other class was rated ^ood; mainly for the way
It etpodCd the media's stereotyping of women. In view of this kind Of cdntHUst
between two classes of the same course (t is the recommendaition of this task
force the «cVool 9y$iem io(ih the uimoH urifencp develop ah ttuefvice ir^ininff
414
*d mak^ ieacken end adm(nUirator$ mere of th^ many /ormt 900
d{$m9MnaH(^n can ^ake. H U aU6 suppested ih<U each deparimcni hotd Mormai
$eiHm to deal uHth problmi ^ecificto their area of study. ThU Coutd he dii-
cuiH^NfCf milefom$ of dUcriminaiion an iCtU an u^im in tewthooks. It i$
hop^d that liiti of ma4eriaU pertcMnif to tootnen and mitten hy icoinen muld
be made available io all in$truciorM.
IJje following are the evalDations of the two textbooks used for this course.
^ediamCmunicatU^, \yiinam Thomson, publlshen Harcourt, Brace & World,
Inc. W2. Thl$ book has 179 pages and contains a total of 12 references to woi^ea.
Thew are many references simitar to this, "Writing has enabled man to record
his history, development, hopes, fears, thoughts and feeling and himself, ^boot
other men, aboat his world." Granting the fact that the English language tends
to be masculine, oue might thing sentences such as this could be better written
to Include the other 61% of the population. This book was rated poor*
Coping u4thihe Mau Media, ed. Joseph Llttell, publisher, McDougall, Llttell
& Company, m2. This book dealt effectively with the media's stereotyping of
women. It also went Into the way mass media especially television perpetuated
myths In our society. IWs book was rated as good. rv ri*
AnTHROPOl^T
This course is entitled Man : A course of Study which one might assume means
mankind, but Judging from the material this might not be a valid assumption. It
is an experimental coarse for seventh graders, which contain 2i book* and
pamphlets which Are i>resented in a given sequence. The material contains
studies of animal societies such as solmon, herring gull, baboons, chlmpan«ees
and wolves. It also contains stories and legends depicting BsWmo life. The course
is published by Curriculum Development Associates, Inc., Washington, D.O., mt
^ In evalusting this material it was determined that the content itself did rein*
force the traditional male-femiile roles and adds to set stereotyping of atttdehts,
but that such role casting could be avoided if the instructor chose to do so.
Given that anthropology studies different societies aiud their organitation,
traditional models must be shown, btit if it were cr^&tlvely tatight, it would
tje very helirful to boys and girls in combattlnir the limits ti6ns of sex roles. In
the Eskimo studies, It Is shown several times that boys are worth more than
' 'girls, ■ ^ ■ ■
They would like to have many sons and few daughters. If a glrr biby
has not already been promised as a future wife, her family may feel that they
cannot provide for her. If there is no fimlly to adopt her it is their custom
to allow the child to die.
Au i^stt)te instructor could point out the dangers of applying such standiirds as
seen In Eskimo society to our wAy of life. Also the division bf labor am<mg
the Eskimos could be defined and contrasted with the needs of our society.
An observation about the series was the general lack of females. In the animal
studies all the pictures of humans are male. In the Eskimo studies the female
activities, games and amusements while the men were away hunting were
not mentioned On the bright side, Jane Ooodall's work was mentioned in the
pamphlet entitled "ChlmpAnwe.'^
The one anthropology instructor interviewed is very aware of seiism and is
making studenU aware. This teacher attempts to show the students that
humans are more alike than different, and that differences are due to a learned
culture. Students relate the classroom material to current events. For eiample,
they examine sez roles for cultural differences and for Indicationa of change.
The teacher has read from the Feminist Manifesto, played the record, ^*I am
Woman," and used the article, "Are You a Seilst?" for class discussion.
In conclusion one bust say that again teacher attitude and awareness become
the pivotal point around which the usefulness of making students aware of sex
role stereotyping Is centered. Again it is suggested that the administration set
up programs which would aid instructors in making their courses non^sexlst
iKorsraiAL a»ts — 7 th orauz
The data for analysing this class comea from the teacher interview. This
teacher has only one section of this parilcular course, and the sex ratio in it
is about 3 boys to 1 giri. He feels this Is falriy common situation for other
classes of this course.
In the past, dlficrimlaation on the basis of sex was automatic in the field
of Industrial Arts, This is no longer true, and during his Introductory statements
In tbe clasa he ma<Je ^IrU ft ware of the Job opportUnUlej they now havet
in the Held. This teacher tiaea bis 6wii ootllnes, ditto sheets, etc. for his classroojn
bians, *s he feeis this azures more complete arid up-to-date coverage of specific
skills, tools and machines. He does not feel restricted In his choice of matertals
to be tiscd. except for financial consideratiorta and necessary smcc for storing
projects; The one-semester nature of the course also presents a time limitation,
hot there are apparently no Ideological problems to be dealt with by him.
Mott of the students are not college-bound, but this Is not a matter of concern
ioV thV teacter, His own goals are to teach the studenta to work with their
hAilds, to iotfoduce them to basic tools and skills, to give thern^ a chance to
exberlen^ sticceas, rte does feel that the tth grade boys and glrls^ differ Jn
their abllitlci. BVom Ws personal observations, girls have more patience for
pui'Stiinfi: a projecti while boys have had a greater amount of previous exposure
t<> working vvith tools. He feels that these differences do not amount to an
advantage for either group. ^ *v *
His closing remark was thoughtfully spoken; <*Men don't reallee that the
sooner women are liberated, the sooner they (men) will be,"
HOMB E0050MICS— ITH ORADB
The data for analysing this class comes from the teacher Interview. This
class, and the one like it that she teaches, have only girls enroMed. There^is
an exchange procedure during the year, in which girls take 2 week of Industrial
Arts and boys take 2 weeks of Home Economics, at this particular school. There
was opposition from the students at first, but In practice It worked out well.
This opposition lead to a discussion of roles, and to the set Ideas that students
have about their future place in society. The teacher felt this was a productive
and stimulating outcome, as she senses an apathy and detachment in her
students, in so far as their life goals and specific plans for meeting them are
concerned. Many of her female students see an early marriage as the meant
for achieving maturity, rather than a step to be taken by the mature. • ^
In the foods, clothing and grooming unlta covered In 7th grade, she etre&^es
basic skills for simple and economical living, practical thluga which will be
of value to the students in whatever way of life they choose, and regardless
of whether or not they ever have another course In Home Economics, She does
not use any single text, but chooses specific chapters from a large number of
books which she feels are more up-to-date or particularly oriented toward the
student's Interest* or ability level. When asked about the roleyance of this
course for today's society, the teacher replied : ''Yes, home life is the most
Important part of a person's life, and the more done to Improre It and make
It worth having, the belter* We have a stronger hold on ourselves. The security
gtatus of individuals is improved. We are helped to become more independent
as people ^
For the purposie of making recommendations, the Industrial Arts and Home
Economics departments Will be treated as one entity. It Is the understanding
of this Task Force that changes are under way which ^lil alter the course
structure and enrollement access in these classes. There is a possibility, in so
doing, that a subtle sexist error may occur which prevails In some other school
BvgtemB, We refer to the nvtlon that boys need to know only those homemaking
skills which will tide them over the periods in their lives when females (mother,
teacher, wife) are not "taking care of them". There Is a parallel notion that
girls need to know only those skills of home maintenance, vsood craft, and
auto repair to see them through an emergency situation, that is **until a male
arrives on the scene to take charge." A class entitled •'Bacheior^Suryival * or
•^Powder Puff Mechanics" is indicative of this short-sightedness. Such thinking
pretents development of the full potential of each person who is subjected to
it, and perpetuates undesirable sexual stereotyping.
8TU OftADB ABT
Information for evaluating this course comea entirely from the teacher inter-
Tiew. for he does not use the Junior High Art Guide compiled by the Kalama*oo
Public Schools In 1965. He does not regard it as useful, nor relevant to previews
of Junior High Rtoi^nts, The materials chosen are from his personal llbrary.
the curriculum library, the art coordinator, and from ideas picked Up at staff
meetingSL Only his own personal Judgment Is involved In this selection proceda,
and t\e doe« not feel restricted by any factor except the limited attentl<»i 8p$n
416
I of this ])iirtjculai* ag^ group. Much of the focoB of this cour^f^ Is towarcl the
iddividuat student as a persodi enrichment of his or her perceptions of the vlsiial
arts, an expanded awatenes* of the beauty of scenery, etc. Current chatiijea
In society snow up when choice of subject matter is left to the students, and
he mentioned the local issue of busing and national issues of war and ^^Water-
gate" as examples. When questioned specincaUy about women's issues, this
teacher said it had come up in a discussion of individual rights. He also volun-
teered that be had shared with the class on several occdsions his family's
bersonal techniques for dividing. home responsibilities^ including the fact that
he often does the dishes with the help of his young son, and does not feel
this detracts from his manliness. He tries to be as open as possible with
students, to discuss their family relationships and problem with then vrh^h
they come to him for help. When asked if he had a personal sex bias, one wdy or
the other, he replied: **No, my expectations are the same for either Sex ftiid
the subject matter Is of fhcfr choosing. I try to broaden their horizons of choice/*
It was my own feeling that he was as hone«t and warm In his dealing Vrith
stcidentft~-inany of whom came in Just to say good-bye for the weekend on their
way to the bos— as he was straightforward and cooperative with this interviewed
The information for evaluating this course comes from the teacher Intervlei^
and reviews of the two hooks used.
Fundatncntal$ of £fcW(n^, Wlngate, Nolan, publishers, Southwestern Pubitsh-
Jng Company, 1909. Apparently the textbook Is better than most of its treat-
ment of women. It shows them in a variety of roles, not Just as customers ahd
salespersons, but also In positions of airline consultant, conducting a class for
both men and women, handling complaints, taking Inventory, feeling a com-
poter, etc, illustrations, in particular were fair to women, showing them In
interesting activities and commanding positions. Page references were fairly
even ; however, the teict still used *W and salesmen feenerally.
The accompanying study guide and projects handbook w^s not so acceptable.
None of the eitamples referring to women were In the least notable or Inter-
esting but focused on mundane activities such as buying detergent, getting break-
fast and complaining about Jewelry, to cite three examples. There were no ref-
erences to women In management or ownership petitions. Surely the •'real world**
has many examples of women in such situations, and these cduld be included
for the encouragement of girls who aspire to success in the realm of business.
The fact that of the class is female ahd 40% male seems to indicate the
existence of JInst such aspl rations.
The instructor does not use the text a great deal, but prefers a discussion-
based class as being more stimulating for students. Many supplemental mate-
rials are used, including newspapers, magaslnes, charts and graphs from various
sources. These are readily available, relevant to topics discussed, and can l)i^ pur-
chased with government money available for vocational supplementary purposes.
The person who interviewed this teacher had this to^y afterward i "He waft
pleasant and cooperative, although somewhat hesitant and embarrassed to |^ve
his personal views. He attempts to develop skills In all the students which will
make thk*m knowledgeable consumers regardless of. their further involvemeht
In retailing. He could probably make some points stronger In class such as ch^l*
ienglng whether retailers should r^U^by "psyching out*' the woman buyer, and
asking what will happen when more men are doing the buying. He might also
encourage women to desire managerial positions and to not merely ac<^t the
readily available positions as clerks, buyers, and advertisers. li should be noted
that his initial comment on the Elementary Textbooks Task Force Heport wasoue
of agreement--that sexism, like racism, needs to be d^lt with by society.
There are several things which need to be pointed out about the Interview^
which were done. One is that the sample Is very biased due to the way the
instructors were selected and Pn Wiokert's desire "to have this thing turn out all
right.*' As pointed out in the methods section we had no control over the proce-
dure and feel one must be very careful about any generaliKatioh drawn. None-
theless there are certain trends which ran through the interviews which need to
be pointed out
Any <iuotes taken from the interviews will not be Identified as to course since
tt^ra is only one instructor from each (with mass media an exception-2) they
MESCHANDISIKO
Interview EvAtVAtiON
417
would be easily Wenllfled which is wmekhlng we want to avoid. The courses In
which lntmtew$ were done were ; 9th English, Home EconomlcSj Indu^tr^l Ar^s,
8th SoctAl Sttidjefi, Anthropology, Beglftning Art, Psychology, Mass Media (2),
Home fthd Fatolly Living, Good and Bad Heroes, Sociology, and Merchandising.
There are 18 In all. The only coursie under study which did not have an In-
terview done was Senior Hii^i U.S. History because no instnictor would consent to
be interviewed.
the first question as1<ed wAs If they had seen the report of the Elementary
l!^Xtl)dok task Force which at the time had been completed for two months. In
view of the recommendations In that report the answers were surprising. Not one
respondent had actually seen a copy of the report or a summary. Ofthose who
knew about it^t all (9) Ihey had read about it in the newspaper. The other 4
rept>ondents had never heard of the Committee to Study Sex pificrimlttatlon in the
Kaiamasoo Schools or of the report. ■ . - . \ .
This Implies to use that the administration did not take the report too seriously
and did not feel the need to have Instructors at all levels obtain a copy or even
a summary In memo form. This is very distressing In light of the kinds Of findings
and recommendations in that report which we believe would be useful to Instrucj
tors at all levels of education. It is our belief that copies or summ^es of all
Task Force reports should be circulated to all personnel in the Kalama*oo
Public School System. At best, this might generate some kind of positive reaction
from the Ihstmctors, at least the knowledge about the study would be Increased.
Another trend appeared In response to the question about the use of the text-
books. In 11 of the classes there was a given text and in 12 no text. Out of the
11 courses with a given text 1 was followed very closely, 5 somewhat, ^4 very
UttIc, 1 not at all. There were several reasons given for not followlng^the text
closely such asj too difficult, outdated, racist, Inadequate, misleading* All
respondents said ihey uged supplemental materials and when asked for the
criteria for choosing such materials and whether they were restricted in tneir
choice the majority said money was their criteria, practically the only restriction.
The question that arises is this : If the textbooks are generally found Inadequate
and the only problem with buying supplemental materials Is money, jsn t tno
allocation of funds for materials somewhat misplaced. In view of the fact tnat
7iA% of the books evaluated for this study were rated fair or poor, It seems
some changes should be made concerning the way Irt which material is selected
and purchased. It Is the suggestion of this task force that sexism be added as
an evaluative tool for the textl>ook adoption procedure. If there are no books
which are non sexist then buy vio books and put pressure on the publishers to
devise non-sexIst material. ^ ■ ^ ^
In response to the question of whether some students got more out of tne
class than others, all answered yes, but that they could not categorize inose
who did. But In response to the question of whether the instructor could change,
the way a student comes to them, the general concensus was that the instructor
could do very little. The implications of this statement are very broad. Any
socialization which occurs In the school is done at a very early age. Adolescent
values are pretty well established. This task force feels that such a res^nse
reinforces the recommendation;? made by the Elementary Tftsk Force. Wben
readjusting for sexism, is done. It must Wgin at the kindergarten level, ^Hiere-
fore, we wholeheartedly support the recommenclations made by that task force.
In conclujdon.-we would like to make some general observations about several
quesllons asked which we feel reveal the attitude of the teachers on sexism and
se? role stereotyping. We feel that the Instructors interviewed are, In general,
aware of sexism In their teaching materials, but they are not yet at a level Of
awareness which we find satisfactory. Eight of the 13 teachers Interviewed
Showed minimal awareness. 6 showed significant awareness. It na^s* 5^ *f
bered that these instructors were selected by the administration. Of the 13
teachers who were aware of sexism only 5 were actively counteracting ee^lsm In
their materials. Furtheru:ore. several of the instructors verballKCd a traditional
view of male and female students while at the same time maintaining that they
were unbiased in their teaching approach to males and females.
It Is obvious that the administration does not make the teachers feel rwon-
sible for changing any sex bias In their own attitudes nor (Of constructively
handling sex Was In classroom materials. We can only repeat our previous
recommendation that In service training to raise the level of teacher awarenesa
begin tmmedlaiely In the area of sexism, whether it bo conscious or unconficlotti
sexism.
418
Recommendations for Action
The following arc the recommendations that this task force has to make. They
are listed according to the areas which are the most greatty affected.
CU&EICULUM
{!) It is recommended that \s*omen be treated as an integral part of history
and be duly included it\ all history classes. If the text books fall to include the
hiatorkal accomplishments of women theu appropriate supplemental materials
should be used.
(2) It is recommended that a course dealing with the history of the women's
movement— it's leaders and growth— be added to the curriculum.
' (3) It Is recommended that the English Department set up their courses so
that more material Is Included which is written by women and material in which
women are the central characters,
(4) It is recommended that home economics and industrial arts be made avail*
able to all students. It Is also suggested these classes be made coed, with the same
course being used for both boys and girls rather then devising special home eco>
nomics classes for boys and special industrial arts and mechanics classes for girls.
ADMtNISTBATlOX
(1) It is recommended that the school system develop an In-service training
program to mak^^ teachers and administrators aware of the many forms sex dis-
crimination can take. This training should include discussions on how to recognize
sexism In written material as well as iu personal actions. It should also Include
positive ideas on how to eliminate sexism from the schools*
{2) It is recommended that lists of materials pertaining to women and writ-
ten by women be made available to all instructors so that they might easily know
what supplemental material Is at their dlsposaU
(8) It is recommended that copies or summaries of all Task Force reports
should be circulated to all personnel in the Kalamazoo Public School system.
(4) It Is recommended that sexism be added as an evaluative tool for the text-
book adoption procedure*
(5) It is recommended that no books deemed sexist by a textbook evaluative
committee be purchased and that pressure be applied to publishers to devise dod-
sexist materials.
TEACHEKS
(1) It is recommended that each department hold Informal sessions to deal
with problem of sexism within their specific areas of study.
419
CVAtMTIOri SHfCT FOR tUCUtAKf TCXTBOOKt
!• 04ilc Information
Atvlewtd by
TItU
topyrlght d4U
Author
Uf\t%
i^«r« uita, School
CUo$
Cr<d«
HoM often U It used?
Tot«1 number of pages
SUe of (vage
II. ^Quantitative Infornatton
A. For all books:
i'unber of pages referring to woflien
Cite page nuniberi . _ . .
Cotwwi trtches or number of sentmei referring to women _j
Total photographs featuring woft*n ^ ^
Total photographs featuring men ^
Cite page numbers . /, .
viiat are v..omen doing In these pictures?
&. ^or history and social studies texts, particularly
flame of the women featured ^ .
Cite topics relatlJNg specifically to women that are covered
M I. QuaH eat Ive Inforntttlon
Acceptable references to wofwn.
1^ lease feci free to add any Information. Use the back for further
evaluation.
420
O,uot*ttorn with p«)« flunbers
Un»cuptftbU rtftrincai to women, suth a$ lUtementl or InnuerxJo* dtmeantng
Qv^ttttont, wtlh Mgt numbers
list notabU 0* ftftlons of prctntnent yotnen
Lilt any il^nlfi^ant subjects vhlch have been omlttedi such as, In htstory
books, child labor* wornftn's tuff rage, or family Mfe
Now (MuM you In^rove a textbook for this classt
Have you seen other textbooks on this subject which you could recocnraeM
as non-sexitt?
V'rite a critique of book-rating It as t •k>n sexist
very good
Qood
fair
poor
421
MTIflCS or COOKS CVAU'ATtO
vcfty GOOD COCO f/rft pooft
txplorattof) Through t^t^iilng x
HiU Go«lfl rn Signing X
Inftllih fof He«Atn9 x
Counterpoint In LUeraturo x
t'ew \k>r)4 of •(casing x
lof« of Our l^nd X
Sp«11 Correctly x
SeUcted Cm $tud!ei In x
U. S. Hlitofy . . . ^
Affo*Ainerlc«n Ia u. S. HUtory x
rh« rr«e and the (rave x
Frta and tha Erava *'orkbof>k
ftlf« of the Amerrcan Nation Voi \ x
PronUe of Amrlca t|2,3 x
ik^ro Vtewi of America x
Black In America • %
Story of the American ration x
fundamental! of Selling x
fundamentalf of Selltno Workbook x
Poverty and V^elfare . ' x
Cuttdtf>g CUUenshIp x
Pfie of the Ar«rican Tatlort Vol 2 x
Coping with Hass t*edla x
itedia and Connunlcatton x
Johnny Got MU Gun • x
Jesus Chrlit» Superstar x
Deowulf X
ERIC
422
APHnOU D -contloMd ygftYCOCD GOQQ PAIX POOR.
Th« Black Hero ^
Periofti! Adjustc^n't, Mar. la^e and
fmWy Living )(
Psychology x
Olbi \n Search of Setf x
Laarning Katnf orcen^nt Theory x
Why Am I Afraid to Tail Yoii
W>o I Ant
Law and tha Consumar x
Soctaty Today x
Tha Vays of Man^An Introduction
to Many Culturas x
TOTAL )S 0 10 »0 IS
26.6 a8.6 kt.H
ERIC
423
APPenoix c
iiteAvuw SHUT m sciEcno subjects task force-sccokomv imi
fntrodue^ vooredtf by n«md, and as a ineinber of the Sax Otscrlmlnatlon Study for
tha Kalamaxoo Tubltc 5cKool$
*'»'a ara studying possible sax bfas In rando<n1y selected subjects at tha Junior
and Senior High School levels. Only factual data and exatr^les of raspofises to
our questions wIM b«, used In the flMl report on the study. Ho names will be
Included, so va hope your answers will be honest and cendldj and that you will
rest assured that yo«r ar;brtymlty wlU te protected* are approachlflp this
subject by exaffifnlng textbooks, sitting tn on classes, talking with teachers,
and hopefully talking with students.;
• • Have you perhaps seen the similar study alread^conpJaied by this Task Force
at the elementary 1 avail Yes r:o If yes, do you have any reactions to
It that you would like to sharTwl tJTus?
2, How many other sectlO(^s of this sarne class do you teach?
3. %at Is the approximate sex ratio of the one I observed?
k. How does that corspare with the other sections of the sane class?
5. What do you see as the purpose of this course?
6, The given text for this course Is .
7. How closely do you follow It? Very closely^ Somewhat ._Very little ^
6. If closely, why?
If not closely, why not?
Too difficult
Too easy
f'ot adequate coverage
Leaves oyt
Other
10. Oo you use supplemental materlaUT If so, whaiT ^
11. How do you choose th«$e supplemental materials? l^at are your criteria? ^
12. If you could add any material of your own choosing, what would It be?
>3. Are there things you leave out simply because there is not enough time to
cover them? If so, what?
U> Ho^ much freedom do you have In choosing materials? Oreat deal of freedom
IS. If your freedom Is restricted^ by whom or what Is It restricted? {circle one)
(circle one)
Some freedom
Enough freedom
l^t enough freedom
very little freedom
Coard of Education
Superintendent
(Principal
Department Head
Educational Specialist
Parents
Other
424
A^endlx C (cond)
^6. Are m%t of youir students college-bound^ or do they Intend to employ*
went arter flnlshln9 hfgh school? (circle one)
^^st eohe^e-bound
Most •tn^loymnt bound
Mot iur*
C^lt tell
Oo«sn*t Matter (n thts course
Other
17* KoM do you feel your course Is relevant to • student's occi>etlortel or
educettonel esplretlons? Cxptein
)8, Do you feel there ere sone students that $et more out of yoi* cl»s then
otherst Who? Utich group or cetejioryt Vfiy?
I). U there anything you cin do about thtst or Is It a matter thit Is out of
your hands?
20. bo you feel your course reflects some of the current changes taking p^ace In
society? Yes Ho Ci^plaln
21* Dp vou ftel have a rapport with scu<fentif Oo they bring questions of
therr own v^hlchi though related to this course, are not really part of their
lesson planit ye» no Explain
22. Can you antwir their questions or deal with the difficulties they represent?
Yas l>o explain
23. Do students ask quest fon$ pro«ipted by current events?
Yes fJo CMptaIn
2^« Do you bring current events Into your course at any point? l4(Mnen^s Issues?
Yes No Citplatn
25* bo you have different expectations for the male end female students In
your class? yes Ho Cxplatn
26. Vhat do you feel boys get put of this class?
27» tfhat do you feel girls get out of thts class?
28. Oo you feel your course ts relevant to today's society? Miy or Vfhy not?
Cxplatn
2?. Oo you feel you have a person aj^ sex btas» one way or the other? Yes _No ^
For Against *Cxplafn
30. Vhat does the Interviewer feel Is the attitude of the teacher toward being
Interviewed? (Co-operative, hesltajtt» condescend I ng^ reservedj pleasant/
obliging* arroganti or uncooperative* for ex*r»ple or others)
426
OCCUPATION ttPlOTKD IN SmUKO BOOKS
l^a^e.— Sanitary engineer jadg^, lawyer, explorer, President of Dnlted States,
ba^bali playet wnator, buggy driver, UN representative, doctor, scientist, In-
structor, doorman, professor, hunter, astronaut, clown, student government
spokesperson, basketball player, magician, detecHva, crook, mechanic, cowboy,
sheriff, giant, warriors, Indian chief, guitar player, banjo player, conductor
drummer, truck viriver, chauffeur, baker, and soldier. ^ u
Fenwle.— Babysitter, cook, cheerleader, duchess, banjo player, and teacher.
Spell Correctly, Silver Burdetl Co., 1971. ^ ^ n * n
Exploration Through Reading, ed. Qunn, Devlne, SUtlger, Russell, Glnn & Co.,
1967
English for Meaning, McKee, Prestwood, Watson, Floyd, Houghton, Mifflin,
1967.
Law and the Consumer, publisher, Houghton Mifflin, Inc., 1969.
Poverty, and Welfare, Robert H. Ratcllflte, ed., publisher Houghton-Mlfilln, Inc.,
Story of the American Nation, Casner, Gabriel, BlHer, Hartley ; publisher Har-
court, Brace A World, Inc., 1962 with a 1964 supplement.
Building Cltlcenshlp, James McCrocklln, publisher Allyn & Bacon, Inc., 1965.
Black In America, Robert C. Hayden, publisher Xerox, 1969,
Negro Views of America, Donald Oliver, Fred Newmann, publisher Xerox, 1967.
The Afro-AmerlCdn in United Stetes History, Loshin, DasUva, Sandlfer, Flnkel-
steln, publisher Olob« Book Co., 1969.
Selected Case Studies In American History, vol. 1, William Gardner, Robert
Beery, publisher Allyn A Bacon, Inc., 1969.
Free and the Brave, Henry F. Graff, publisher Rand McNally & Co., 1972-73.
Free and the Brave Workbook, Thomas Metos, Charles Montgomery, publisher
Rand McNally* 1971.
Appendix £1
TEXTBOOKS, PAPESBACKS AND PAlfPLrrS KVALVATCD
Rise of the American Nation, vol. 1. Todd, CurtI, publisher Harcourt, Brace &
World, 196a
Promise of America, Cuban, Roden* publ!j«her Scott, Foresm&n & Co., 1971. ;
Breaking and Building, The Starting Line, Struggling for a Dream.
The Black Hero, ed. Murray and Thomas, publisher Scholastic Book Services,
1970.
Johnny Got His Gun, Dalton Trubo, novel.
Beowulf, A New Telling, Robert Nye, publisher Scholastic Magazines, Inc.,
Datlon, Ohio, 1969.
Jesus Christ, Superstar, Andrew Webber and Time Rlcei Oct. 1970.
Man : A Course of Study, Peter B. Dow (course director), publisher Curriculum
Development Associates, InCf Washington, D.0. 197L
Personal Adjustment, Marriage and Family Living, Judson T. I>andis and Mary
0. Landis, Prentlce-Hall, 1970.
Coping with the Mass Media, ed. Joseph Llttell, McDougall, Littell & Co., 1972.
Media and Communication, William Thomsen, publisher Harcourt, Brace &
Worid, 1972.
DIBS lu Search of Self, Virginia M. Ayline, BaUentlne Books, 1964.
Psychology, Frank Cor, William C. Brown Co., 1970. /
A primer of Freudian Psychology, Calvin S. Hall, ed.. New American Library.
Learning Reinforcement Theory, Fred 8, Keller, Random House, 1969.
Why Am I Afraid To Tell Yon Who I Am?, John Powell, Argus Communication
Co., 1969.
Society Today, publisher Communications Research Machines, Inc., 1972.
Rise of the American Nation, vol. 2, Todd, Cnrti, publisher Harcourt> Brace A
Worid, 1968,
Fundamentals of Selllngt Wingate & Nolan, Southwestern Publishing Co,, 1969.
Basic Goals in Spelling, Kottmeyer & Claus, McGraw Hill, 1972.
The Bridge of San Luis Rey, Thornton Wilder, Washlntgon Square Press, Inc.
Lore of Our Land, Lee & Roberson, Harper & Row, 196S.
uc
426
New Worlds of Reading, Oliver, Willis & Willis, Harcourt, Brace 4b World, 1000.
Counterpoint in Literature, Pooley, Daniel, Farrell, Oruinon. Nlles-Scott,
Foresmati, 196t.
It was the duty of this Task Force to examine selected courses of study at the
secondary level. We selected 13 courses :
Junior Hiffh,— beginning Art, Anthropology, English, Ilomemaklng, Industrial
Arts, and U.S. History,
Senior /2<^?^.— Psychology, Sociology, Home and Family Living, Merchandising,
U.8. History, Good and Bad Heroes, and Mass Media,
For our evaluation we reviewed much of the written material for each course
and interviewed an Instructor for all courses but one. Our findings Indicate that
In history books women are almost invisible. In other course material women
are given very sterotyped images. They are seen as passive watchers of a society
created and controlled by men.
In view of our findlngti the Task Force would like to recommend the following ;
Ourricututn
(1) It is recommended that women l>e treated as an integral part of history
and be duly Included In all history classes. If the text books fail to include the
historical accomplishments of women then appropriate supplemental materials
should be used.
(2) It Is recommended that a course dealing with the history of the women's
movement— it's leaders and growth— be added to the curriculum.
(3) It Is recommended that the English Department set up their courses so
that more material is included which is written by women and material in which
women are the central characters.
(4) It is recommended that home economics and industrial arts be made avail*
able to all students. It is also suggested these classes be made coed, with the same
course being used for tH>th boys and girls rather then devising special home eco«
nomics classes for boys and special industrial arts and mechanics classes for girls.
The idea of "sound mind in sound body" has long been recognized as a valid
truth. The earliest Greek and Roman societies realized that as the mind develops
so should the body. Unfortunately our school system, like the ancient civiliza-
tions, has been guilty of applying such a truth solely to the male segment of
society. Women in sport do not fit the traditional concept of femininity and in
turn have been excluded from numerous opportunities to develop all of their
human potential.
Our society begins to Indoctrinate this myth that women are the weaker, docile
sex early in life, "Infant girls are handled more gently than Infant boys. In the
preschool years girls are expected to stay clean, neat, ntiiet^ obedient, Any of the
unstructured play activities reserved for boys, such as wrestling and tree-climb-
ing, are quickly frowned upon, on the grounds they are unladylike.*'* Even by
the time a child reaches kindergarten age, the choice of toys is indicative of the
roles the child is expected to play. Girls will to play with dolls, dishes, palrts
and Jacks. Boysr, however, will run with bats, balls, kites and skateboards.
Once elementary school begins, the school system takes over where the parents
left off. continuing to advance the stereotyped roles for each sex in the area of
physical education. So where is the discrimination so evident as in the budget
for the sports programs. The disparity between the use of facilities and equip-
ment, and overall expenditure Is discouraging to the girl who wishes to actively
seek self expression through physical activity. And even if she does pursue her
athletic Interests, she Is subject to criticism from her parents and peers, simply
because she does not fit the expected cultural behavior pattern for a female.
Society, however, is generous encugh to excuse these girls still in the middle
elementary years. The tomboy is a late bloomer who hasn't as yet seen the Im-
portance of fitting into the feminine mold. I^t "research on women who achieve
and are successful In a wide range of endeavors demonstrates that laost of them
were tomboys . . . more independent, risk taking, adventurous, strong, achieve
ment oriented than their passlv<», dependent sisters."* Unfortunately most girls
Summary
RrpoBT or the Phtsical EoucAitoN/ATHtETics Task Forck
BT KARLA ATKINSON, tEADUB
427
get th^ message dearly bo that by the time they reach high school, their love for
pb^filcaJ activity has been channeled Into that secondary role of passive sup-
porter, rather than active participant. They become cheerleaders, Join the pep
club, bake brownies to raise money for a gnme bus. and sell pompoms. Sadly they
come to see the playing field as a microcosm for the rest of their lives; If girl
plays boy and beats htm, ahe loses him. And islnce society primps her primarily •
as mother-housewife, she steps off the field, onto the sidelines, sitpportlng and
thereby winning the boy— but ultimately losing to herself in the long run. Rather
than compete 5?he forfeits, nnd the price of her default is immeasurable, as
women are beginning to sense today.
Now with the reas^ssment of sexual stereotypes nnd the refreshing change in
social roles, it Is l>eeomliig clenr tlmt women have been denied the opt>ortunlty
to develop all of their physical caiwicitles. Slowly our educational institutions
are beginning to expose the myth that women have no place In sport, that they
lack any spirited competitiveness nnd determination. Only recently have the
courts legally opened the way for ecjual femnle participation In non -con tact sports
In the state of Michigan,* The MHSAA hns taken n welcome step In the right
direction by sanctioning the creation and Improvement of women's programs at
the state level. Equality of participation will be insured only when the sports
programs for women measure up to the males* opiwrlunltles, In terms of both
quality and quantity. •
Many physical educators, administrators and parents arc quick to argue that
it makes little sense to spend time and money building programs for young women
when they supposedly aren't interested. Sueh an attitude as this» was typical
of a philosophy we wished to explore In our task force re|>ort. We wondered
what roles, if any, physical e<lucatIon teachers had predetermined for thelf
students, and vice versa. We were also curlotjs as to what social and psycho-
logical benefits were gained In the physical education classes. Our tentative
plan to interview all the physical education teachers In the Kalamazoo Public
Schools was discarded when, after consnltalion with the Research Kd. Depart-
ment at Westeru Michigan University, it was |>ohited out that such a technique
would undoul)te<Uy lead to suhjectlve reiwrtlng, rather tlian objective fact-find*
Ing.* (The time factor also prohibited using such a technique). Thus we sub*
mltted a propasal to the school administration which we felt to be highly scien-
tific in nature. Our planned procedure included tight control of all variables, and
allowed u.^ to randomly sample students and parents, thus guaranteeing that a
broad cross-section of pupils and parents would be represented.
FLANKED PECCEDtmK
We devised five different questlonalres to be distributed to the following
groups: (1)45 forms to all physical education teachers at both the elementary
and secondary levels (2)200 forms to elementary students in grades 1-3 (3)200
forms to upper elementao' students in grades 4-6 (4)200 forms to students at the
Junior and senior highs (5)200 forms to the parents of Kalamazoo Public School
pupils. Each of the questionalres was to be accompanied by a cover letter from
the administration, explaining the puriK)se of onr study nnd requesting a prompt
rely. We asked for a mailing list of the parent.s a list of the homeroom teachers
at the Junior and senior high schools, and a list of the classroom teachers ot
each elementary school. From these lists we would randomly select the students
and parents, while at the same time making certain that all teachers, schools
and grade levels were Includeil in the responses. We proposed that the selection
distribution and collection of these forms be our responsibility* as we antici-
pated set-backs if these duties were taken out of our hands and turned over to
the administrative staff.
ACTUAL PROCEDURE
Our planned procedure was denied, and what actually ttnnspired accounted
for the numerous frustrations and dlsappolntmenls this task force has felt. When
the administration decided that all the above mentioned responsibilities belonged
to them, we lost total control of our study. We have no Idea what procedure
• R(<^ently tb^ Sixth U.S. Coart of Appeals rut*d In favor of Plaintlffg Morris and Barrett,
uptioldlne and modify Inj! a prrtlmlnary Injunction which prohlMted the MHSAA from
"preventtnf? or obstructing In any way the indltldual plaintiffs or any other girls Id the
state of Mlchtfran from participating in the schoUslIc athletics and atbltlle non-cootact
contetts because of tbelf sex.*' - \ . » .
* It wotild Bobjectlve because only two people were to condact the interrlewa.
ERIC-'"'* " *" "
42B
thjy used to dl^tribat^ ih© qqesHonalrea. We have not seen a copy of any cover
letter that accompanied (he forms. We are unaware to what judgments were
pa«sed by the Reeeatch Department of the Kalamaeoo Public School, whose
aesKfl our questionaires had to clear. Nonetheless of one thing we are certain t
It took almoet a half-year to dlstrlbnte and collect less than 1000 questlonaired,
t!S5? 0°^® onr planned procedure was submitted for approval in October,
lft72 until last week when the results were still trickling in. In conclusion we
cannot in all honesty justify the validity of our study, because we have abso-
lutel> no knowledge of the sampling techniques. Yet this is not to suggest that
ptir findings are false. Quite the contrary, most of our discoveries are quite in
tune with conduslons reached in similar studies, we regret only the fact that our
planned procedure turned Into mockery of the scientlflc approach to research
when the administration usurped all our responsibilities.
The questlonalres to students, teachers and parents revealed some enlighten-
ing yet distuAlng facts. Generally by the middle elementary years the conven-
tional roles for males and females are well understood by the children, though
net necessarily accepted completely by this age group. However, at the high
school level, not only were the male roles now accepted but carefiUly carried otit
in the gymnasium as well as the dassroom, as most parents agreed they $hould
be. Boys took their "natural'* position on the field, frowning upon most of the
girls who felt they should not remain on the sidelines. In light of this, it is all
too sad that the success of our public school physical education/athletic program
is being evaluated In terms of the male athletic prowess, U the eipense of the
minds and bodies of the opposite sex. "In sports the end In view is not succ^
Independent of physical equipment? it is rather the attainment of perfection
withlnthellmitationsof each physical type." •
Hius the thrust of this report is to explore some of the myths that are ber-
petuated in the area of physical edu^ition, to expose the cause-elfect relationship
between attitude and sexist discrimination, to note the gross discrepandes in
the athletic budget, and to offer recommendations that would erase the inequities
which now exist.
The physical education program at the elementary level requires a mLnimnm
of 160 minuted a week^ or 80 minutes per day. Oenerally each week the student
receives two periods of instructional time from the physical education teacher
and the other time la handled by the elementary dassroom teacher. The classes
in physical education at this l^vel are coeducational
Yet no matter how superfidally similar these situations at each school may
appear, young males and females in grades do not feel equal in terms of
their physical skills. Perhaps the reason young girls do not feel equal and capa-
ble is the notion that certain physical activities carry positive or negative ac-
c^>tance for youngsters, boys in grades l-S almost unanimously agreed iMA%)
they liked to play ball games in thdr gym classea, whereas only 2^7% liked to
jump rope and 85.6^4 enjoyed skipping to music. On the other hand, 83,5% of
the girls indicated they liked to jump rope and 64,8% responded to their pref-
erence for sklDplng to music. A large percentage of the girls (86%) in this age
group also enjoyed ball games, though their ability to successfully master basic
skill movements essential to ball games were doubted by themselves and their
teachers (see next section).
Of the 15 phsylcal education instructors at the elementary levet, 8 are f emlaes.
Despite the equality in numbers, the association between sports and the male
athletic prowess is also reinforced by the teachers, as wdl as the children. As
suggested in the questionaire responses of both sexes, the wlHlngnesd or hesitancy
of the teacher to join with the youngsters at play was dependent on the type
of play involved. If It was generally considered to be an area of play related
frequently to the male, e.g., games involving a ball, the physical education
teacher was a frequent partidpant Over half of the girls (62.9%) and half of
the boys (55.6%) responded positively that the gym teacher played ball games
with them. However, in an area of sport considered to be feminine In nature,
t^Jtl^^ jumping, skipping, he/she did not become part of the activities. Only
12.9% of the girisand 15.6% of the boys indicated the teacher joined them when
they ski[H>cd to music la a neutral area of play which has neither masculine nor
feminine connotations, eg., relay races, the teacher also chose to watch rather
than participate* Only 17.0% of the girls and 71.8% of the t)oys noted that the
»H»n.pg.7,
429
Initructor fo(D^ them In realy game! thui the tm of play proinoted by all
tbephyakNil education teachers wii ^
lMIS!^^^ feel incapable b^oie It it aaaumed they haVo sotne Inherent,
jahJjal toablUty to develop their eye-hand-feet ooordlnatlwi, phy^cal educa-
1-5^5*^^"^^^°^ parenta alike do noi ^y and overcome this lack of coordination
2r?"^ w frequently by fmalea In this atndy. Some rationalljje that If she
down^t belong on the plavlng field or basketball court, why bother to e^nlp her
jrttb^aslc ^llfl involved t Rea^nlng under such false assumptions, It follows
that glrU who choose to pursue their love for physical activities find themselves
lU-equlpped and thus are easll/ discouraged on the playing field. Naturally there
are no biol<»tcal or physlologleal reasons v^rhy a young giri cannot throw/ Wcfe,
bat, catch, shoot or Jump as Well as a boy. Marked sex differences In mujacular
strength do not occur until the onset of puberty, when the Increases in femato
hormone production acts to reduce the growth of muscular tissue. I'hus there is
no excuse for the fact that young girls in our public schools have not developed
patterns by the time they reach fourth grade. The failure
lies wUhln the methods of Instructloni and limited opportunities, not within
mesexa
in gradw 1-3 did not feel th^.y should be taking a passive position on
the sidelines, they were given the chance to be leaders and participate with the
boys at play» 83.5^ of the girls felt they could captain a team in gym class. A
!?r5LT^^*?»^/ them (82.4%) also Indicated they would prefer playing on a
# the boys in grades 1-a felt quite dlfferentlyr85.6%
of the boys would not choose a girl as captain, and 77.8% indicated their prefer-
^J^u'^"^,?^^^"* ^" an alUmale baseball team. In a neutral sport area, e4.ft%
of the gIrJs once again favored to run on a relay team composed of both sexes,
as opposed to less than half (40%) of the boys who wanted to be part of a coed
team.
It is quite clear In this study and others that even during these young child*
. • rX^^^ beginning to place girls outside the world of sport by age
sir, -The girls however, were reluctant to make a definite commitment to the
^?.!SIi"^"2^ 1°*^^^ ^^^y* as indicated by their choices of play
activities. Such a concluslMi in our study supports the thesis that mlddle-cla^
girls do not show clear acceptance of their culturally imposed role in sport even
by the age of eighth
run lATfiB tX>SUEKTABT YtJM
For both sexes the picture changes somewhat during these developmental
stages. In onr study most boys continued to seelct active, vigorous competitive
games Involving manual skill and dexterity. Basketball, softball, and track/
field ranked higest on a list of favorite activities, whereas square dancing, rope
Jumping and stunts/tumbling were at the bottom. Conversely, girls chose both
active and inactive types of play. Rope Jumping, runnlnjg and volleyball were the
greatest favorites? soccer, track/fleidi and square dancing were selected most
Infrequently^
Yet in this age group the association between sex and the type of play was not
as strong as In the earlier grades. In the girts' questionnaire the teachers' favorite
Interests Included volleyball, soccer and running. The boys ranked voUeybaU,
soccer and basketball as the Instructor's preferred activities. Simllary 68.8%
of the girts and 81.4% of the boys believed that their teacher would not like to
teach dancing In gym class. In the remainder of the girls* responses, the attitudes
remained consistent with those given In grades 1-3. 85.7% still felt capable of
assuming leadership positions, though almost half of the girls (41.4%) had
doubts regarding their ability to catch a ball as well as a boy.
On the other hand, the boys' responses reflected an Interesting and promising
trend, namely that the boys in grades 4-6, as opposed to the boys In grades 1-3,
were much more willing to include girls on their teams, offering them leadership
roles and choosing to have gym class with them, rather than having an all-male
class period. Surprisingly this tendency for soclaltwitton and Interaction with
the opposite sex In the later elementary grades runs contrary to some data col-
lected from other studies. Nonetheless it is not our purpose to conjecture why
such an attitude exists among boys in grades 4-6. The important thing to note
is that such a healthy attitude exists, and little is presently being done to cap-
itallee on a situation that offers great potential for eliminating sexist discrim*
430
InAtlon In the ar«a o! physical education and atheltics. (See section on recom-
mendations).
Whereas 85% of the boys In grades 1-^ refused to let a girl captain the team.
grades 4-^ still remained hostile to this idea, Similarly
21.0% more boys In grades ^ selected to run on a mixed relay team. More im-
portantly the response of the boys In grades 1-3 (10%) for a coed class Jumped
to 60.5% or the boyg in grades 4-6 opting for a coed gym program. The girls In
grades 4-6 also suggested an Identical reversal In attitude, In that ©4.a% favored
a mixed gym class, when In earlier years only 14^% selected coed opportunities
for play.
Such replies are Indicative of a desire on the part of both boys and girls in
grades 4-6 to cooperate, compete and fulfill their physical potentials at play»
With regard for sex being pushed aside. The chance to further foster such a
wholesome relationship between the sexes is pointed out in the students' need
for after school recreational programs. A slim minority of both boys and girls
in grades (26.7% and 80.6% respectively) indicated their desire to stay after
school for some supervised play program, but In grades 4-6 a majority of
the youngsters, 81.4% of the boys and 60.7% of the girls, now responded posi-
tively to the Idea of an Intramural team program at their school.
It Is our conclusion that these later elementary years present the ripest oppor-
tunity to explode the myth that girls have no place In sport. If changes are not
instituted during these yearSi as has been the case, the end result Is the per-
petuation of discriminatory attitudes and practices which remain permanently
fixed for a lifetime, as Is evidenced in the results of our Junior-senior high school
questionnaires.
rm jruNTOK'SENioii hiok tkabs
From the results of cur questionnaires in this area^ we were not able to deter*
mine exactly when, i.e., at what grade level, or precisely why male attitudes
shift so radicaliy from late elementary school to these years at the secondary
level We strongly suspect, howevext that much of this attltudlual change coinea
during the Junior high years, when classes are no longer predominately coedpca^
tlonal as they were at the elementary level, ^e separation of the sexes at the
junior high level seems to stem from the aduU expectation that youngsters should
l>e preparing to fulflU conventional role models if they are to comfortably ad*
Just to the final three years of high school, ^e necessity for "groominff- the
Junior male athletes, for developing more sophisticated skills and bigger bodies,
also contributes to the Justification for separating the sex^M in the physical educa*
tion classes once the elementary years are over. The tomboy is no longer tol^
crated once seventh grade begins.
That chauvinistic, discriminatory attitudes in grades 7-12 lay the foundation
in creating a false impression oif young women in sports is all too clear. Young
men and women in this age group have almost totally different perspectives
of the role of woman in sport. Young men have definitely decided women have no
place in their "domain conversely young women are willing to argue Just the
Opposite. A slim percentage of the boys (24.6%) agreed that young Women are
just as active as the boys, unlike the majority of the girls (80.B%) who indi*
cated an equal degree of activity. 62.7% of the young men responded that they
have more interest in physical activities than the femalea ; only S.5% of the girls
agreed that this statement was true. ^.2% of the women noted that team sports'
are Just as appropriate for them ; only 31.8% of the boys agreed with them on this
Issue. By a large majority (70.2%) the girls believed they are more creative than
boysi 22.7% of the boys were willing to concur. In only the myth question did
the young men and women come close to sharing a common point of view. 723%
of the girls and 4D% of the boys concluded that young men are less sensitive than
young women.
The most glaring area of outright male favoritism was found in the response
to the question of equal use of physical education facilities. Only 50% of the men
stated they believed in equal use and time; 80.8% of the young women would
not take a back seat, however.
The resp<Mises to the notion that young adults of both sexes should have equal
exposure to male and female instructor«, and the notion that male physical edu-
cation teachers often present an image of favoring an all-male class, Is also
covered In our research. 82.0% of the women, whose contact with sports Is pre*
domlnately female at this age level, stated their physical education teacher would
like to teach young men in her classes. Yet only 48.1% of the young men, whose
contact with sports at this age level Is predominately male, thought their In-
structor would like to work in a coed teaching situation. Evldentally the female
o
ERIC
*
431
who, te^che« ohyalclil education at the Junior-senior school neither resents nor
fearn nor dUllk^ having young men in her classes. But the male instructors ap-
pear to fe^l differently, And though theses men may contend that they are not
prejudiced, that they would gladly teach young women, a great many of their
students are getting the opposite impression, Indeed, the "weKlon't>want'*em
pero" image needs remodeling.
lism was more agreement between the sexes regarding choices for Inter-
scholastlc teams. From ten alternatives the males selected basketball, swlm-
taing, tennis at)d trackfleld as those team sports which should exclusively have
separated teams for the women. The young women chose basketball, Softball,
tennis and track/field as those activities wherein they would like to compete
separately. Yet both sexes felt coeducational teams involving skiing, tennis and
$\>immlng were also favorable alternatives if the creation of separate programs
were not immediately po^ible.
Personal preferences for physical education activities also overlapped some-
what. From a list of fifteen activities, the boys ranked baseball, swimming, basket-
ball and self-defense (in that order) as favorites. Girls chose swimming, soft-
ball, gymnastics and basketball (In that o^der). It Is Interesting to note that the
first three male choices have Interscholastlc programs now ninnlng. Only the
second and fourth choices of the females have programs currently available.
The overall picture these young adults presented is both good and bad. It is
good in that the young men's main Interests In sports programs are Mng served,
as Ihe budget allotment and curriculum suggest. It is also good in that young
women see themselves as active and interested in self-expression through phys-
ical activity, that they do not view their physical activities limited to individual
pursuits within a intramural program and that they recognized their right to
equal u.«e of physical education facilities and equipnijnt. What is sadly para-
doxical, is that young men view these healthy female attitudes as being unhealthy !
For women the lack of separate sports programs, the meager budget allot-
ment and the general false Impressions that persist among males are all factors
which have helped to squelch whatever chances male students in the elementary
grades had for developing positive, reinforcing roles for their female friends.
Similarly these factors also account for the success of the pep club and the cheer-
leadfng programs. If that which young women desire is not available, they must
settle lor second best . . , and a poor second it is, to say the least.
If there la any truth to the adage that parents know their kids best, then
the task force would have to conclude on the basis of the parental responses
that parents of Kalamazoo Public School children share few of the myth
beliefs that their older children do. In most cases the parents are enlightened
and aware of the importance of a total physical education program. None-
theless their consciousness of culturally determined behavior patterns for both
sexes is still evident.
When asked to note what kinds of Instruction should be offered In junior
and senior high s<»hool, they reflected what society feels to be *'safe" sports
of either males or fen^ales. They ranked soccer, basketball and baseball as
male activities to be i^aught separately. Females should have separate Instruc-
tion in the areas of hssketball, swimming and gymnastics. Those activities
appropriate for coed classes included dance, tennis and golf. What is interest*
ing to note, Is the attitude underlying these choices and the acceptance of
the notion that certain sports are appropriate for either sex, or both. The
female who wishes to develop skills in soccer or conversely, the male who
might wish to receive some instruction In contemporary dance would find
themselves out of luck because instruction in these areas is not offered. Clearly
the only Justification for singling out* these parentlal preferences is what
society deems "proper.**
Our task force is not, by any means, suggesting we drill females to the
point where almost any girl could qualify for a men's team. We recognise
that certain differences in muscular strength are apparent In adolescenta,
and we are not so bold as to try and overthrow Mother Nature. What we are
demanding is that any girl at this age be exposed and given instruction in
many more physical activities, so that she may be free to choose and develop
as she desires. Limited instruction necessarily presupposes a limited freedom,
and parents who sanction only those activities which they feel ''respectable"
are hampering the growth and human potential of all tomorrow's children.
THE PABENTS
432
When questioned aa to what varsity sports should be available to men. women
and both sexes, the parents' responses were again indicative of their sodal
conadousnees. Separate male teams In football baseball and wrestling were
ohosen most frequently as were separate women's golf, basketball and swim-
ming tean^s. The f&vorlte choices for coed participation Included golf, skiing,
l^nd tennis. 8a7% of the parents believed equal use of the physical education
factlittes should be guaranteed, and the greatest majority (70.9%) responded
favorably to a required physical education program in grades K-12.
In response to questions defiling with the myths of women In sport, the
patents, mow often than the physical education teachers, denied the persistent
claim that women are Inactive and disinterested In physical activities. 56.2%
believed girls were Just as active as boys, 17.S% responded that girls ate less
Interested than boys; only 10.0% suggested that team sports are more ap-
propriate for boys. Over 60% of the parents also Indicated that girls are not
more creative than bovs, and that boys are not less sensitive than giris.
With the exception of a few replleHk there was agreement among all the parents
that coed instruction at the elementary level include instruction of basic move-
ment skills, large and small group plav, high and low organized team play and a
variety of other activities including ri^thms and physical fitness. The most dis-
turbing fact that emerged, was that 8^4% of the parents felt that phyBtcat educa-
tion Instruction was more important in grades 7--i2 than in grades Evidently
there Is a failure on the pert of some parents to realize that if children do riot
develop fundamental motor patterns by the time they reach early adblescenc^,
they will dnd themselves lost without the basics from which to build more sophis-
ticated skills taught at the junior-senior high level. A girl cannot run till she
learns to walk, and by the same token cannot learn to play basketball untd Bhe
can properly throw, catch and Jump, And sadly, it is the female school population
In Kalamazoo who is being short-changed most often, as the middle elementary
girls and many of the physical education teachers have testified in their question-
naire responses.
tHK PHTSICAt. EDUCATION TEACHEftS
The responses of the physical education teachers indicated that some of the
attitudes regarding women In sports were indeed healthy, non-biased opinions,
over 80% felt that team sporta were Just $s appropriate for girls as well as boys
and that a wide variety of activities should be offered as part of the curriculum.
Over 70% also did not believe that girls are more creative thaa boys^ and did not
conclude that boys are less sensitive than g5rls. Approximately half of the teachers
(48.1%) indicated that girls were Just as active as boys, and agreed that girls
have Just as much interest in physical activity as do l>oys. 6d.6% also noted thitt
sonae physical activities are appropriate for either sex.
The teachers' comments were more disheartening when they were asked to
assess the skills of their students. Only d3.S% believed that the girls eye hand
coordination In physical activities was equal to that of boys; 66.6% also hoted
that girls cannot throw a ball as skillfully as boys; 40.8% responded that hoj^a
and girls excell equally in rhythmic activities.
The conclusions reached by our task force as a result of studying these teacher
responses are quite similar to the ones reached by the students themselves, espe-
cially those children in the elementary grades. Generally the girls are active and
Interested In sportg, and willing to Join f earns in suitable kinds of organized play.
The Only drawback Is that both students and teachers admit they arc not equipped
to do 90.
Three other areas of interest which support the task force's recommendations
were covered In the teacher qnestlonnaires. First, there was unanimous agreement
that equal use of fadlltleft be given to females. Secondly, the greatest majority of
the teachers indicated that physical education should be required In grades K-t2.
(The policy now standing Is that physical education be required In grades 7-d
and 10-11, 9th and 12th grade physical education is on an elective basis. Hequire'
ments can also be met through participation In varsity athletics). Thirdly, over
40% of the teachers commented that the effect of Senate Bill 1106, which has
already pasaed and allows female participation on boys* teams Involving non*
contact sports, would result In enlargement of the girls* programs, creation of new
opportunities for them, and an Increased athletic budget, with more money al-
lotted for girls* programs.
ERIC
433
THE PUyBtCAh EDUCAXrON/ATHtETIO BVDOET , 1979-1^78
Nowhere is the discriminatory attitude of the school administration more evl*
dent than in the budget allocations for the Intramural and athletic programs. The
discrepancies between coaches* salaries and the number of tokenisms to girts
in terms of equipntent aiid use of facilities is inexcusable. A closer analysis of
the budget Is Justined, not only to support tlio above statements but to lend
weight to the task force's rccomuiendatlous In this area.
The budget allocation for physical education is equal for both boys and girls
at each of the three levels: $2532 for boys and $2532 for girls at the elementary
level; $3770 for boys and $3770 for girls at the junior high schools; $3350 for
boys and $3350 for girls at the senior high level. Yet it Is in tho area of athletics
which Includes all interscholaistlc programs, where inequities begin to arise at
the junior high level and become most conspicuous at the high school level.
In the junior high programs $1500 is given to equip and supply the ^rls'
athletic activities; $2000 is allocated to the boys' program for the same pur-
poses. Thus the boys receive 40% more money, almost a 2 :1 ratio. The figures
for the operating budget are more alarming, Tiie total operating budget for the
boys' junior high athletic programs is $8050, of which football claims a highly
disproportionate share ($6100). The total operating budget for the girls' pro-
gram, which also includes five sports, is $2726, of which $625 is given to the
cheerleading cause. Thus the ratio Ja more than 3:1. (Here we must Insist that
cheerleadlng is not considered by this task force to be a sport and therefore
should not fall under the jurisdiction of the athletic department) After the
funds for cheerleading are subtracted from the girls' operating budget, the
ratio grows even more disturbing: 8:1. The coaching salaries are in turn indica-
tive of this misplaced emphasis. $4550 goes into cheerleading coaches' salaries at
the junior high level; only a slightly greater amount, $5380, Is allocated for all'
the other coaches* salaries within the girls' program. Overall the w^omen's coaches
receive anywhere from S</c to 7% of the teacher base salary for their work. The
coaches for the men's programs receive anywhere from 6% to 18% of the
teacher base salary for their work*
The KCKA takes seven factors Into consideration when negotiating the salaries
for coaches: (1) the length of the season (2) the amount of responsibility (3)
the pressure on the coach (4) number of students parti dilating (6) number of
practice days and matches (6) quality of the competitions involved and (7)
the prestige of the s;port. One example from the junior high girls' program will
serve to point out which of these negotiating factors holds top priority.
The cheerleading program at the Junior high level involves 81 total practice
hours, 18 matcht'S and has 720 participants. All the other three sports w^hlch con-
stitute the remainder of the whole athletic program (basketball, tennis and
track/fteld) combine for a total of 172 practice hours, 23 matches and include
2t6 girls. Thus the task force suspects that the "prestige" factor accounts for and
Influences the fact that over 40% of the girls' coaching salaries are directed to-
ward a program that involves less than half of the practice hours and 6 fewer
matches than the other sports combined.
It is not surprising, however, that cheerleading receives such a disproportionate
share, at the expense of the other activities, because the largest amounts of
money for the men are directed to the football and basketball program. The
school system seems to be reasoning, "WTint's a football game >vithout the gals
to help lead us onto victory?" The cheerleader becomes the epitome of the
heights to which a girl can strive. Sadly enough some are content to support
rather than participate, and more than haif of the total funds are pumped mo
a program that will insure this.
At the senior high level the ratio Is almost 10:1 regarding the financial allot-
ment for equipment and supplies. The boys' program receives $30,422 and the
girls receive $4028, out of which $1000 goes to support the cheerleading cause.
The total operating budget, which does not include coaching salaries, is $36,474
for the men; the women rate $5216. Again the inequity in salaries could be
noted in detail Suffice It to say that $58,000 is set aside to hire the men's coaches ;
$15,000 is given to the women for an identical purpose.
The administration attempts to Justify such gross inequities by reasoning that
more money ought to be alloted for the men, since the gate receipts from the
football and basketball games help to support other athletic activities. The ra-
tionale goes something like this : More money develops better teams ; better teams
draw larger crowds; larger crowds built gate receipts; large gate receipts Insure
more and better programs. What is most serious, Is this profit motive that pre-
ERIC
434
determines athlettc budget expenditures. No public school system, including
Kalamazoo, is set up to t>e run as a proflt-maklng instltutloDi and those admlnls*
trators and members of the Board of Kducation who operate under such a premise
should immediately Juggle their Priorities and reorder their values. When the
quality and quantity of the women*s athletic programs is indirectly dependent
upon how much profit Is gained from the gate receipts of the men's events, there
Is cause for alarm. These athletic activities need to he brought back Into gome
kind of proper perspective wherein they serve as recreation for many, rather
than profit for a few*
Bibliography
Blaufordi Marjorie. ''The Writing Is on the Wall for Girls' Programs.'* UpdaU,
December
Olarenbftch, Kathryn. "Human Status for Women.** A paper presented at the
Midwest Association for Physical Education of College Women, October 16, 1970.
Corwell, Marlon. ••The Female of the Species." Contact, Fall, 1972.
Dunning, Robert* "Discrimination of Women In Sports.'* Prepared for W<men
and the Late.
Harti Marie. *'Sport : Women Sit on the Back of the Bus.'* Piychology Today,
October 1&71.
Mussen, Paul and John Conger* Child Development and Perionatity, New York,
19M
Barlck, Jiawrence. ^'Competitive Sports for Girls: Effects on Growth, Develop-
ment and General Health/' DOWS Research Reports, AAHPER conference, 1971.
A SUUKf.AKY OF THE PHYSICAL EoUCATION/ATnLETtCS TaSK FoRCE
Our communltr ns well as our public schools must begin to realize that there
are a great number of girls and young women who are interested in pursuing
their love for physical activity. However, up to this point they have been severely
restricted in seeking to fulfill themselves In this area. Minimal financial alloca-
tions offer few opportunities to develop quality programs for females, and this
fact, along with the sexist attitudes of junior and senior high niale students,
account for the frustrations many girls have sensed when they attempted to
enter a field considered to be exclusively for the men.
Programs for women at alt comparable levels of athletic ability must be
initiated Immediately, and the need must be generated by professionals in the
field of physical education/athletics who are aware of the various facets which
constitute a good program. Simply waiting for students to discover their interests
is a false step, for our study shows that girls have little or no experience from
which to determine their needs* That women are inteyested but not equipped
with basic skills has been demonstrated through the responses to the question*
nalre distributed to students at all grades levels and to the physical education
teachers.
With these ideas in mind, the task force offers the following recommendations
which we hope will generate more enthuslam among professional physical edu-
cators to Improve the quality of their programs, especially for women.
RKCOMMEXDATIONS pOR EtEMENTARY LEVEL
J. Recognizing that the primary responsibility of the physfofll education pro-
gram at grades 1-3 is to build fundamental motor patterns, and at grades 4-6
to further refine each child's motor skills, within the framework of a compre-
hensive physical education curriculum, we recommend that each instructor
continually reevaluate his/her teaching methods to insure that these objectives
are being met. As our study demonstrates, young girls are entering Junior high
school with little attention given to these essential needs.
IJ. The task force recommends that the ultimate direction of the physical educa-
tion program move toward five Instnictlonal periods a week, rather than the
current two days a week. Realizing that such a change could not be instituted
immediately* the task force suggests that l>eglnnlng with this next school year, a
minimum of three Instructional periods be guaranteed to each student in the
elementary grades.
III. We recommend that one of the primary criteria for hiring elementary
school teachers include gome training and study In the area of "Physical Educa-
tion for the Elementary Classroom Teacher." If a teacher has excellent creden-
tials but lacks such study, the physical education coordinator must make certain
436
the lencher has continual consultation with a ph^^sical education specialist who
would help direct his/lier teaching resigns Iblli ties in the area o( physical
ejducatlon.
IV. Because a sound intramural program Is lacking !n grades 4-^, where Our
study notes It la needed Iminedlntely, we recommend the creation of a position
entltletl "Coordinator of Klementary Intramural Actlvltteii." With the respon-
sibility fop the establlslirnentt direction, control nnd supervision of all Intramural
programs and Informal Interschool Activities falling under his/hev Jurisdiction,
the position should be filled by one who has had numerous experiences in teaching
physical education at the elementary level.
V. Wc recommend Miat the creation of all Intramural programs begin In grade
4, be geared toward coed participation, and Include physical activities appropr*
nte for both boys and girls, in addition to separate activities for the sexen.
VI. We recommend that each elementary school have a director for Its Intra*
mural program, who would report directly to the Coordinator of Elementary
Intramural Activities. First preference for filling the director positions should be
driven to a physical education teacher at tbat school. Hiring outside the school
U not suggested, unless it Is necessary to Insure the existence of an Intramural
program at that school.
VII. We urge that the creation of nil recommendations dealing with Intra*
murals bo Instituted ns soon as i>osslble, and that the **buslng** factor play ab-
solutely no role whatever In Implementing such programs. Too many gymna*
Bixum and playing fields are Idle within each neighborhood school to think that
transportation could be a thorn in the develoi^ment of these intramural programs.
BECOMMEN'DATIOXS FOR 8EC0NDABY LEVEL
I. Wo recommend that the development of n varied Intramural program be
continued at the secondnr>' level, with stress on separate programs for young
men ami women, In addition to coed activities Including activity clubs. The task
force |»olnts out that n .strong Intrarmiral program cannot l^e built with the cur*
rent funds available. TJie financial allotment for Intraniurals must be Increased
next year. If not. then funds must he generated from the varsity sports' cur-
rent operating budget. The total physical education program must serve the
nee<ls of many young adults rather than a few talented males.
II. NVe nvommend that greater emphasis be place<l on the educational benefits
of the intramural i^rogmm, with more attempts being made to Instnict young
women, ns well a« provide a framework for recreation nnd informal competition.
IIL We recommend that the physical education coordinator for the Kalamazoo
public i?chnols continue to educate the entire commurlt*. stressing the values
In oil kinds of physical activities, nnd that the Hoard t»; KdnoatJon support him
In his efforts to improve and create new programs, *'&;>eclft ;iy to bring the qual-
ity of the women's programs up to an equal leve' w5»5i th*" nen's opportunities.
IV. We recommend that In addition to curre:*. o.^erings, the numtJer of inter-
scholastic sjK>rfs programs for W(mien 1)0 incren xhI :nune<llMM;^^, with top prior-
ity given to the creation of separate gymnastlc^v and swiii«r^i'ng teams, and the
further development of the field hockey program.
V. We recommend that the Interscholastic w*»m?n''' : i>grams at the senior
high schools Include comparable levels of competilt.^n ; rd scheduling, with the
expectation that women will be going outside the greai^:.>' Hal i Ma zoo area to seek
such comi^etUion.
VI. Wo recommend that the competition sought for the Junior high school
interschnlastic programs l)e limited to the greater Kalamazoo area.
vn. N'oting that the quality of coaching Is not what It should be, we recom-
mend that nil coacJjes at the secondary level have state certification.
VHI. We recommend that In scrcejilng and hiring coaches, more emphasis be
placed on the positive values of competition, not on the "winning or else . . .
"philosophy. Only those applicants who promote such values as playing to the
l>est of one's ability, winning nml losing graciously, respecting one's opponent,
should 1)0 hired to fill coaching |>osltions. The leader who sacrifices the dignity
and self-respect of his students at all coats just to win does not belong In a
coaching position.
IX. With the realization that such a recommendation at this time must be
carried out over a long period of time, we recommend that more physical educa-
tion teachers l»e hired. Hiring more physical e<lucatIon instructors would lower
the teacher-pupll ratio, provide a greater offering of activities, and decrease the
er|c
436
teaching load, thus allowlDg the physical education teacher more time to pursue
coaching responsibilities which he/she, by the very nature of his academic train-
ing. Is b^t qualified to assume.
X. We recommend an uninterrupted K-12 physical education program, based
on a progressive curriculum with allowances for elective programs.
XI. To expand tho potential for the {.rowth and development of all young
adults, especially women, we recoznmend n greater choice of Instructional phy«itcttl
activities, more coed classes and more team-teachtng situations.
XII. We Insist that equal use of the physical education facilities be Immedl'
ately guaranteed to women, and that the Physical education coordinator and
athletic directors Insure that women will equally share In the *'prlme time** now
reserved exclusively for men.
XIII. Because It reinforces the role of women as passive supporter, we insist
that the cheerleadlng program will immediately be dropped from the physical
education budget, and that all responslblHties for the financial operation and
supervision of the cheerleadlng program no longer fall under the Jurisdiction of
the physical education/athletic department
XIV. We insist that money will not be a deterrent to providing more and Mter
prt/grams for women and to paying women*s coaches on a more equitable basis.
Within the next itco yean when the intramural and Interscholastlc programs
for women will have been successively launched, we demand ej^acily cqual fundinff
as the men shall receive for their activities.
Report or the Personnel Task Force
(By Hllde Curran» co-leaderi writer, and Allene Dietrich, co-leader, writer)
INTRODUCTION
The Personnel Task Force was formed In March, 1072. A list was drawn up of
women who were active in various kinds of women's organizations in the com-
munity and who, past experiences indicated, would Invest time in the project if
they coQ.sented to serve. A strong commitment to women's rights was not a crl*
terion but dependability was, as was some knowledge or experience In doing
studies. Each was called, the project explained, and as a result 10 women who
ranged from strong activist sympathies toward women's rights to some who
had no strong feelings either way formed the committee. Their common goal was
a picture of women in the school system.
Several women professionals in research were contacted to act as consultants.
We appreciate their time and expertise. Our purpose was to identify the areas of
inequality. One source would be areas where school personnel themselves felt
there were Ineaualitles. Another would be the committee's own feelings and third
would be areas discovered in other studies of sex discrimination.
It appeared that a questionnaire, answered by school personnel on a voluntary
basis, would provide the broadest base and one was developed. (See Appendix C.)
If the responses were in significantly large numbers we hoped to develop a profile
of the Kalamazoo school system employees and computerize the results.^ We rec-
ognized that factors such as sex, age, race, marital status, educational level, Job
category and expeVIence might infiuence one's point of view; therefore, a fact
sheet, minus name to protect confidentiality, was necessary. If we were able to
feed our material into a computer, the above factors would be important.
At this point a complication arose. One school liaison warned us that too many
separate questionnaires would be burdensome ta,teachers at this time of year
(June was aj^roaching) possibly cutting down on responses. Since other TaRk
Forces were doing questionnaires she advised us to combine ours with others.
The only other one ready to go was an attltudinal questionnaire so these two
were combined.
This had unfortunate repercussions. Our fact sheet ccupled with our questions
and the attitudtnal ones led some recipients to believe that, although no names
were asked for, recipients could be Identified In some cases and their attitudes
noted. Attitudes were a particularly sensitive area at that time due to the recent
concern over racial bias.
This fear was unfoimded. While someone in administration familiar with
the Individuals In the stafllng of Individual schools might have been able to
the end, howmr. did not get tDougb replies to warrant using a computer.
ERIC
437
reoognUe some» one commttteei totally unfamiliar with either, could not do B6,
and we were the only ones who could see the questionnaire?', -
Nevertheless, individuals did protest to the administration and individual
Board members, and though 1215 were distributed only 609 came back and only
302 of these were relatively complete. While some gave evidence of thoughtful,
conscientious answers, others reflected Impatience and still others open hostility
to the whole project.
In the light of the above, the results were simply used to show areas of dome
concern. Xo attempt was made to Interpret extent or depth of concern. We ^Ive
them In the following synopsis, omitting those questions where even In one
sample there seemed little concern.
1. Of the 20 areas listed in Question 1, more women than men felt there was
unfair treatment based on sex In teaching drivers* training, selection of depart-
ment heads and building assignment J/ore women than men felt there wfifi un-
farlness in participation In conferences, control of master keys and parkltig
spaces, and that this unfairness was based on one*s position. Men and women
equally felt there was unfairness in lunch duty based on sex« In study halli ball
duty, kinds of classes and problem classes, more men felt there was unfair treat-
ment ba^ed on sex.
3-4. When asked If they were aware of unfair treatment in the system to others
or themselves, the response was overwhelmingly negative. Of those who did
feel tliere had been unfairness, mote women felt It was based first on seX and
second on race and men felt it was ba^ed on rac^ and ago.
Most protpotions took place in the last five years. Most men and women
do not apply for promotions and of those who do, with the exception of last year»
more men apply than women. Most applications are for Jobs in their own cate*
gory.
9. Twice as many men as women were Interested In administrative jobs, seven
times as many women said they were not interested.
19. The resiwndents overwhelmingly rejected the thought that there would be
any discrimination on promotions. Of those few who did, women felt it would be
on sex.
11--14. In asMgnments that were not promotions, very few apply and of those
who do there are more women than men, the applications are for Jobs In their
own category, and more are accepted than rejected.
J 5-1 7. Transfers between buildings occur but not in large numbers. In the few
who asked for them women outnumbered men and more transfers were granted
than not. By far, most t>eople did not transfer nor did they ask to be.
20. Only 14 men nnd 17 women held another paying Job,
21. Women were fairly evenly divided on whetlier the pay Increments applying
for military leave should apply also for maternity leave. Men were overwhelm-
ingly against.
22. Equalizing military leave and maternity leave brought few answers from
men and these few equally divided Into yes and no. Many women answered and
they were more than 2 to 1 against
This synopsis leads us to believe that discrimination or unfairness works both
ways and it behooves any administration to insure that sex is not used as the main
criteria for decisions.
The lack of awareness of sex discrimination reminded us sharply of the ^me
unawarenesB of racial bias some years back. Programs on awareness need to t>e
Instituted.
Once more, as In race, women need to be made aware of and encouraged to apply
for promotions and administrative Jobs. We do not imply that large numbers of
women crave ro move to administration — we believe, however, that any who do
should t>e i)ermltted and encouraged to do so.
The whole area of military and maternity leaves needs to be thought through.
Any inequalities need to l« rectified. To neglect them because they are not
widespread or "statistically significant'* is to invite their spread.
Personnel In the schools are a molding factor in the development of children*s
attitudes and life styles. To indicate its significance^ we observe that this year
79% of the school budget goes to |)ersonnel.* Because there has been concern
about sex discrimination in the school system, this task force attempted to
*Toial ftmoant for Der^^finel In the school, exclodtuK. public llbrariM: |l3.dl4.d78. Fig-
\irt9 taken from the ^School Dfftrict of tfae City of Kalamatoo Department of Baafnew
Q " ilrs 1672-7;^ School Budget. Augaat 29. 1972^'.
FINDINGS AND COMMENTARY
438
evaluate the l)osslMe oxls((»rioo of discrlnihintlon in tlie fleM of i)orson!iel, We
feel that the presence of sox Mas tliere would iwirtlonlnrly influence t!ie nttUndes^
feelings, behavior, selection of cnroers. and future Mil us of the students.
Defining sexism ns those attitudes nucl nctious tlint relegate* womou to sec-
ondary and inferior status and )>revpnt their equal Dartlcipatlou on all levels of
our society, the Tersounel Task Force lu Marcli, 1D72. hegan to study |)ersonuel
imictlces and working conditions. My Jiuio 1072, wo had falketl with toacliers aud
students, surveyed the employees, aud vend Kchool doeuiuents relating to i>er-
sonnel practices and procedures. In cariy 1073. wc analyzed the male/female
cotuposltlons at all levels of employment a« well as at each school, hitervlewed
people involved !u declHions on hiring and promotion, nnd tried to detcnuhie
What civil rlghtjs legislation applies to the Kalafuazoo Tuhllc Schools. A sumuirtry
of the researcli and metljotls uj;e<l is in Api>endIco.s A-K,
We feel the existence of sex discrimination In our society Is obvious, luit
recent legislation makes it i>ossll>le to bring about long awaited changes. In
reviewing ttie legislation that might apply to Ihe Kalamaicoo School System
regarding sex discrt ml nation, we found the roUowlug laws siK'cIdcally applicable :
(1) Kxecutlve Orders 11374 and 11240 and Revised Order #4
(2) Kqnal Tar \ct of 1903, extended in 1072
(3) Title VJ } A the Civil Rights Act of 1064, extended by the EKOC Act of 1072
(4) Title IX of the Education Amendments of 1072 "
(fi) ^flchlgan Fair Employment Practice Act, Act 251 P.A. 1055
Member!^ of the Division of Personnel and other staff w^ni to considerable
trouble to answer questions that we asked, and spent time In patient consuUa^
tton with committee members on personnel matters. We extend to them our
appreciation for their cooperation.
In working with the Division of Personnel to compile the percentages of men
and women in various employment categories within the system, we all were
hampered by a change \n the schoors computer system which makes some pre-
viously available {nformatiou unavailable at present.*
The highest policy-making level In our school system Is the Board of Education,
where there are six men nnd one woman. Is It possible that this prejwnde ranee
of males might affect the practices of the system?
The highest administrative level we grouped to include the superintendent
and 3 assistant superintendents, 32 principals, and 8 directors of divisions. This
represents 45 employees, of which 12 (26.5%) are women. Of these 12 women,
0 are early elementary principals. Once children leave early elementary school,
their only chance to have a female principal Is at Hillside .Tunlor High or the
Continuing JSducatlon Center for pregnant girls.
The next category consists of assistant directors, assistant principals, coordi-
nators, and those personnel with supervisory positions. Out of 63 people, only 7
(13%) are women.
In the next categoo' are the professional employees, teachers, librarians,
nurses, and others Included In the Kalamazoo City Education Assr>cIation con-
tract. Approximately SOI jK»rsons are Included Jn the teaching classification. Of
these, there are 587 (60%) >vomen. Of these 587 women, approximately 350
(66% ) are employed in the elementary schools.
In most of the other positions, with the exception of bus diners where the
women are 57% of the total, the Jobs are very highly sex stereotyi>ed. Tlie per-
centage of Women office employees and cafeteria workers Is 00%. It increases to
100% for media clerks and media assistants. Activity helpers — or lunch room
snperrlsors—are 03% women, wlille women are 80% of the teachers' aids. Of tlie
custodial and grounds personnel, only 3% are women, and the skllle<l tradesmen
and apprentice Instructors are all male.
Tlie numl>er of women administrators and teachers is highest at the early
elementary level, and decreases through Junior high and high school. The same
pattern emerges as we consider the ratio of teachers to top administrators.
Women teachers are a majority, hut at the highest level of administration, the
superintendent aud his four assistants are all male.
Comparing the.se figtires with tho.se of ten years ago would help to determine
whether or not there has l)cen a change in the relative positions of women in
different categories. Uuiortunately, those figures are no longer available.
»*'Kquftl RUlitA foi Womtn Kduoatora Promlsert With New legislation*'. T>)i%1\<^nt Fund
RtDorti, Nrttlonftl Kd icatlon A«soc1atlon. Anj^tist 25. 1072, pp. 1-2.
*For a<lDilnislrfttoi9. siip«*rTl«or!«. and teacherp. we were dependent on the Dlfectory of
the Kalamaroo Public SrhoolR and Katnmaioo Library System. 1972-73. The remainder
were secured bx the Personnel DJrWon.
o
ERIC
439
After »0^\ng iho sexiiol Jmbnlartce In the foregoing figures, we attempted t6 do*
temilne the factora that could have brought about the dIsparUy, HeooguUtng th^t
no exptotiatlon could be a simple one, and that the catises for the ^eemin^ In*
epultlea >vould be found outside the school system as well as In, vs^ ditidled don*
ditions that might lend to discrimination agatnst women. . , ,
The school system operates under Board Policy #41, "Affirmative Actton fot
Eqtjal Kroployiaeut Opportunity'', adopted l^hruary 1, 1D7J. The policy sfcAtes
that the schools shall—
Continue to Implement afflrmatively equal employment opportunities tO
all quallfled employees and applicants without regard to race, creed, color,
age, sex, or national origin. » , .
The Director of the Division of Personnel Is responsible for "ensuring compli-
ance and continued implementation of iji.^ policy". '
Because of the importance of the Division of Personnel to the evaluation and
Implementation of affirmative action, we looked at the people who comprise the
division. There are three men and three women. The three women are secretaries.
The men are the director, who is responsible for secondary school hiring, the
assistant director, responsible for elementary school personnel, and the assistant,
respouiiible for nouK'crtinwl l>crsonnel. We learned that the men have had no
professional training In personnel work. No study of their attitudes toward
women and the kinds of Jobs they sliould hold has been made. We found no evi-
dence that existing civil rights legislation pertaining to sex discrimination had
been compared to present practices In Kalamazoo. This lack of specific awareness
and concern about legislation and attitudes extended to principals hiring and
promoting.
We found two areas in which the existence of sexism would inevitably affect
the Division of Personnel itself, attitudes, and written policies and procedures.
One's attltiules are of public concern only when they result In discriminatory
behavior, which we define as any action or Institutional structure which deters
a person or group solely because of .sex. The following ideas expressed by people
throughout the system reflect attltude.s that can result in dlscrimlnatorj- behavior?
(1) Women don't want to work for another woman, especially a friend.
(2) Women don*t like to be promoted because they then lose their friendships
with other women.
(3) We already hare too many women In the schools.
(4) Women don*t want the responsibility of the job.
(fi) Women refuse promotions or transfers which 'ild to their work loaO.
(6) Women need to learn "better followership" In order to hare a female boss.
(T) Women who want to get ahead are too aggressive.
t8) Women don't train for higher positions and are not Interested In them.
(0) Women need to be patient; we're working on the whole problem.
(10) We can't hire women for this Job because they would have to: carry palls
of water; handle machinery ) clean the boys' bathroom; and supervise the boys'
locker room.
(11) Women cannot or will not get involved in student disturbances.
(12) Men are better disciplinarians and can handle large classes better.
(13) Men are not Interested in this Job because of low pay.
(14) We were thinking of a man for that position.
Reverse discrimination is evident in bome of the attitudes toward men in
elementary schools. "The role of men In early elementary* while very popular
with most parents and children, is feared, mistrusted, and/or discouraged by ad-
ministrators on every level", wrote one teacher, A roan who wanted to teach
kindergarten said he liked to get down on the floor with the children and put
his arms around them. The personnel man indicated he would bare to know
a lot more about him before putting him in a kindergarten.
The afore-mentioned attitudes reflect the current myths In our society about
men and women and their roles. These myths seem to explain the actual prae-
tlcesi, policies, and procedures of the public schools. To discuss the different pro-
cedures and policies, we shall use the outline found in Board Policy #41 on
"Affirmative Action for Equal Employment Opportunity'* :
(A) Hiring, placement, upgrading, transfer, or demotion.
(B) Recndtment, advertising, or solicitation of employment
(0) Treatment during employment.
(D) Rates of pay or other forms of compensation.
* The tftBt DubUfib^ Dirlsion of PerBODod report which analysed sex compOBltloQ wu
dated May, 1972,
440
(£)) Selection for training.
(F) Layoff or termination.
A, Hirinfft plccmentt upgrading, iranhfcr^ or dmotion
The attitude that certain jobs are meant for women is reflected in the Job
appUcatJon blanks, jab descriptions, and contracts. On Job appUcAtJon blanks
In 1972, cafeteria, secretarial, and clerical employees wore assumed to bo foninle,
although page 2 of the secretarial and clerical application asks for husband's
or wife's name. The office employees contract agreement allows for no military
leave. The '^Salary and Fringe Benefit Provisions, Kalamazoo Association of
School Administrators, 1971-1072", uses the masculine pronoun throughout, as
does the contract for maintenance workers.
The Orriniratlon Manual, Fall, 1970, uses *'he'' for all of the 61 lobs listed,
except for three: the assistant supervisor of physical education^ health and
safety education; the group tester; and the director of practical nursing. One
Of the others defines the Accounts Payable Supervisor in part: "i/c will also
aid the accounts payable girl" (emphasis added).' Some progress la indicated
In the most recent Job descripHons, dated July 21, 1072, where all 11 are written
without sex Identification.
Replies to our questionnaire indicated that the areas of promotions and hiring
Is a matter of concern to employees, A number of women said they felt thev
might be refused a promotion because of their sex. Other answers indicated
simitar unbappiness and uncertainty about the qualifications for promotion,
Promotions for teachers are most frequently moves to princlpalshlps or to
supervisory or administrative positions.
These moves are Implemented by committees which make recommendations
to the superintendent. For example, a typical screening committee to hire an
elementary school principal Is composed of :
(1) the director of the Personnel Division,
(2) an elementary school teacher.
(3) an elementary school principal.
(4) the supervisor of elementary education,
(5) a representative from the superintendent's office.
Based on the percentage of women Jn each category, the "elementary school
teacher* is likely to be a woman, but the rest are likely to be men.
Athletic directors and coaches are chosen by a commltee typically composed
in this way :
(1) Physical education coordinator,
(2) A principal.
(3) An athletic director.
(4) Director of the Division of Personnel.
(5) A coach.
Of people serving on screening committees between March, 1972, and October,
1972, four were women and sixteen were men. Surely, women need greater
representation on these Influential committees.
It is clear that each of these processes Is dominated by men In that these
decisions are made by groups and structures composed almost completely of men.
Members of the Division of Personnel, all male, often work with a principal,
most likely a ma^e, to hire a teacher.
It was maintained by some teachers that certain teaching positiona, such as
drivers* training, were traditionally given to men. Other teachers claim that
some personnel arc hired to teach social studies primarily because they can be
coaches rather than because of their qualifications In social studies.
Teachers freqiiently mentioned summer school hiring as a caiise for concern.
The process is that the summer school principal is chosen first. Then he lets
the personnel dej>artment know what people are needed, and together they make
the appointments. Some teachers feel this results In Jobs being given to "friends
of the summer school principal**.
Illustrative of this problem Is last year's faculty :
Organization Manual for the Kalataaioo Public Schools, p. 63,
441
Svmmir school Resultr sehoot,
Men Womift p^fmlwomtn pttctnl t/tmta
$«condify:
Principal 1
Couftsilors 2 !!!!
NufM i I 24 4S
uWian : :: i * ^ ^'
^ Tetchdrs 22
utmintary:
Prlncfpab.. 2
y^f«n*M 2 I 66 U
Couft$«k>f I , . r
TMcJwrj 13 2i'
Note that the percentage of women teachers is much lower during summer
school than during regular school. Our Questlonualre Indicates that despite the
administration's assertion that **women don't want to teach summer school^
women felt there was sex discrimination In summer school hiring. That feeling
It^ielf might lessen the number of applications from women,
B, Recruitment, adrertising, or BoUcUationg for employment
Available positions are required to be posted publicly. Teaching positions which
will occur the following school year are announced in the Superintendent's
Bullctiti In March. Aprils and May. "All openings for administrative or super-
visory positions which provide opportunity for advancement for staff members
shall be announced in the Superintendent's Bulletin. Notices will include mini-
mum quaUnonttoiis, date of vacancy, required certmcatlon, information concern-
ing securing and deadline for filing the application," state the KCEA Articles of
Agreement, p. 11. Despite this regulation, some employees feel that decisions
have already been made as to who will fill the vacancy before it Is announced.
The methods of recruitment and the way advertisements are written reflect
the attitudes of the person doing the hiring. For example, one supervisor who
participates In hiring said that women should not work night shifts or carry
palls of water ; therefore, he wouldn't consider women for such work. An employer
with that viewpoint would not recruit from the female employees in the system
nor encourage women to apply. Eliminating people from consideration for night
work or heavy work on the bosls of sex rather than individual ability and desire
is clearly contrary to equal opportunity practices,
0. Treatment during emptoument
The questionnaire distributed to all school personnel Included a chart of areas
in which some Kalamazoo Public School employees had found discriminatory
treatment. All respondents were asked to check the areas In which they felt
unfair treatment on tlie basis of sex exists.' The chart pertained chiefly to teach-
ers. Of the 200 teachers who answered, the following found sex discrimination
In these areas :
Ar&M Re$pondtnt$
Lunch duty - 4S
Selection of department heads 43
Problem students ^ « ^ 37
Hall duty ___ 32
Building assignment 31
Study hatl duty - ^ 26
Participation In conferences 20
Kinds of classes assigned 13
Extracurricular assignments 17
Pay scale for similar Jobs 14
Room assignments . i..--*. 14
The majority of respondents said they were not aware of any unfair treat-
ment of anyone on the basis of sex, but S males and 20 females said they have
personally experienced discriminatory treatment because of their sex, while 15
males and 40 females said they were aware of discrimination on that basis
toward someone other than themselves.
* We noted that xm, age, or position ^^te also thought to be elements of discriminatioD.
ERJC
442
Some men tee\ a reverse (liscrimlnation. One wrote, ^'Men are discriminated
against Women seldom do tiall, study, lunch, and riot duty/' Another said,
^'Men are often asked to do extra physical labors to help female teachers."
Another stated that in terms of discipline and control, "women receive the same
pay as men but cannot or will not get involved In ^udents' disturbances."
A different viewpoint is expressed in this quotation from a man's question-
naire: "I have a feeling that women are not always given equal consideration
for promotions and the reverse is also true in that women are not given as much
reeponsibility as men. Both situations are bad,"
'^Some targe classes are given to men because it's believed that >vt)men can't
handle them as well Many women perpetuate the myth*' wrote a woman teacher.
Although employment in the public schools has been traditionally considered
an occupation for women, we now find that males dominate the higher levels.
"Have you noticed that the IToward Street administration Is MALE?" one asked.
Another commented, '^Only males have been hired lately in administration."
"Innovative and administrative positions In career programs are consistently
given to males,** stated another. A number of respondents told of qualified women
who had been turned down in favor of sometimes less-experienced and less-
qualified males. One female indicated, "I applied and was refused because the
administration desired a man."
One person interviewed said there were no female applicants for the la^
prlncipQlshlp filled. "Women are not encouraged to prepare for an administra-
tive position." Another said, "There was no screening for the last three elemen-
tary princlpalship& Those meeting the positions were simply appointed."
There appears to be commendable progress in the area of administrative ap-
polntnicnt, indicated by these Qgures for the past year:
Appllcinb AppolntmMts
Mtkrfi Data Man Woman Man Wom«n
JynW Hi|h prtnerpil M»r. 23,1$72 4 t 1
Efoini^iiUnrprinc^pat.. July 27.1972 5 2 1
iwkt m mlitiat pffndpri Aug. IS, W72 ) 2
Even when she does reach administration,^ "a woman is expected to do mnch of
her own secretariat work. Women feel they must get a man to express their
viewpoints as the men in the top administration and on the board do not credit
women's professional advice", wrote one employee.
A few women questioned the restriction that only fire days each year zoay
be allowed for absences due to the illness of members of the family and deducted
from sick leave. Such a limitation, it Is felt. Is an undue hardship on those
people who are most likely to stay home during children*s illnesses. "If you have
thirty days of sick leave to your benefit", one woman asked, "why is there
this stipulation?"
D. R(tte$ of pay or other form of competuaiion
Salaries and Waffes
Salary schedules by sex are not available at this time. That information
would be helpful In determining whether salary inequities exist In Michigan,
we found that of 3^ assistant elementary principals, 127 femlaes with average
experience of 23 years were making an average of $13,3^ ,whlle 207| males with
an average experience of only 15 years were earing $13,421.'
We also need salary comparisons between sex-typed men's and women's Jobs
with similar degrees of responsibility* Evidence shows that sex-typed women^s
Jobs, such as matron, often carry lower salaries than similar sex-typed male
Jobs, such as custodian.
Discrepancy in salaries Is most evident when one reviews the extra duty salaries
in the KCEA Articles of Agreement.* Extra-eurricular athletic pay is figured
in two different ways. In Intramurals, each instructor is paid on a fiat hourly rate
* "Profe»ftlonn1 Pertonnel In MIchUan public SchooU 1068-69 8t&tai Report Book
Three: AMlgoment Patterns", Mlchliran Department of Education, 1969. p. 10.
• '*ArtlclM of Airreement Between the School District of tfce City of Kafamaxoo and the
Kalamatoo City Education Association for the 1971-72, 1972-73 School Years'% Appe&dtx 0.
443
of f6.00 per hour, regardless of sex. in other extracurrlcolar athletlc$, the
teachers are i)ald on a percentage of the ba&e salary. ( See Appendix F. )
For ttien*8 athletics there are S3 positions with salary compensations of to
22% of the base salary. There are 44 possible athletic coaching positions for women
with salary compensations of 3% to 7%. Although these lobs are supposedly open
to men and women/ In fact men hold all of the Jobs for coaching boys and two
Of 58,240 for coaching boys sports, and a budget of |15,6$9 for coaching
girts.
Calculating the base salary of |8,000 as it was in 1071-72, we find a budget
Of |58»240 for coaching boys sports .and a budget of $15,68^ for coaching
girls' athletics. We question whether the number of activities for girls and
the rftte of compensation for coaching them affords equal opportunity to female
students.
The percentage of the base salary Is determined \:\ negotiation with KOEA,
and is based on seven criteria : length of season, auount of responsibility in*
voWed, number of student^! participating, number of practice days, pressure on
the coach, prestige of the acUvIty. and degree of competition. Criteria of this
kind allow a subjective determination of salary.
A subsequent inquiry disclosed that the percentages for coaches' pay were de-
termined by the rates paid other coaches at nearby schools.
Of the other extra duty salaries that provide supervision or assistance to
both boys and girls. 23 positions are held by men, and 11 by women. This group
Includes, among others, drt)ate and dramatics coaches, class sponsors, and co-op
and department heads.
In some traditionally labelled wooien's categories, such as cafeteria employees,
the pay Is low, thereby making the Jobs unattractive to men. One supervisor said,
'*Men call and then are not interested t)ecause of the low pay".
From our questionnaire we learned that some employees held these views:
(1) Secretaries' wages are lower In the schools than elsewhere.
(2) Library assistants felt they were not compensated for extra work.
(3) Athletic extra pay Is higher than academic extracurricular pay*
These three Items form an Interesrtlng contrast when one considers that the low
pay In the first two categories goes to women, and that the athletic extra pay
primarily goes to men.
Insurance
Professional employees of the Kalamazoo Public Schools are Insured with the
Michigan JMucatlon Special Services Association and the non-professional em-
ployees with Blue Cross. Under both policies, the benefits to the spouse are the
Kame whether It be husband or wife. Maternity costs are covered for wed and
unwed teachers as well ns daughters of those with family coverage; however,
under MKSSA coverage, maternity, now defined by the courts as a disability,
receives only $50.00 maximum for the full period of disability, while other kinds
of disability receive from $20.00 to $200.00 per tccek based on Income and type
of coverage. MBSSA covers abortions for any reason, while Blue Cross covers
abortions only If medically Indicated.
Retirement
In reviewing the pamphlet, 'Information . . . Michigan Public School Em-
ployees Retirement Fund 1970"", we find several instances of discrimination
against women that are intrinsic to the system.
1. Retirement Hoard. — The retirement system is administered by the Betire-
ment Board which consists of seven members: the Superintendent of Public
Instniction, and sit other members appointed by the Governor by and with the
advice and consent of the Senate. Three of these six are specfled ; at least one
shall be a woman teacher; at least one shall be a non-teaching public school
employee; and at least one shall be a public member with experience in the
insurance, actuarial, or institutional investment field. This results in a possible
rnilo of six men to one woman.
2. Ba9i9 for ^»ot<?fl«ce,— Sections 12, 13, and 14 under the Retirement Board
Rules indicate th it all school salaries are credited toward retirement, fractional
parts of which wiM not be credited unless they, added together, make a full
year, and that allowances are computed on the basis of compensation received
at the time of employment, (pp. 3-4.)
« ^^V^^^<l"°f^^S5-%- • ^^P^^^ School Eroptoyws Retir€nent Puad". MIcMgan
PubUe Skbooli Employee** Ketlremeot Board. 1970.
444
Because retirement allowances usually provide a major base for the economic
we21-bclng of the retired pcraon, any practices, such as forced maternity leave
or discriminatory awarding of promotions or extm pay Jobs, which Inhibit a
person from accumulating the maximum available are discriminatory.
Pages 6-9 deal with military serriee, sabbatical leave, out-of-system service,
and overseas service. Any policy relating to those areas can be discriminatory
if decisions on sabbatical leave, out-of-system serWee, and overseas service are
not bashed on CQual opportunities being made available for all, regardless of
sex. Here also tbe question of military leaves being permitted to count towards
minimum service requirement and not to Interfere with step Increases can be
discriminatory, while maternity leave permits neither and Is considered
illneds.
Arbitrary requirements (which no longer apply In the Kalamazoo Schools)
to stop teaching at specldc points In time during pregnancy despite the teacher's
ability and desire to continue can result In fractional years that may not total
enough to make an additional year i this practice has penalized the teacher at
retirement time.
Paragraph three, p. 11, points out that alt pay from schools Induences one's
retirement aUowances; thus, evening school, summer school, drivers* training,
and all Or any extra, paid duties must be available equally to woman. Because
these Jobs are not equally awarded to men and women in Kalamaeoo, and be*
cause women's chances for advancement are fewer and their Jobs are more
likely to receive lower pay, the retirement allowances of female employees of
the kalamajBOO Public Schools will be lower than they might have been without
discrimination.
3, Dependenl$.^Bhou\6 an employee die before retirement and have Of teen
years of creditable public school service* three classes of dependents automatic-
ally could be entitled to a retirement allowance: widow; dependent and disabled
widower; and orphan children under 18, (p. 13.)
In discussing this with an employee at the state office, it was eplained: a
widow of a male school employee is assumed to be dependent. The widower of
a female school employee must be proved to l>e dependent and disabled. If not
dependent on the employee for 50% or more for his personal support, then such
a person will receive a refund of the employee's contribution.
The assumption that women are dependent and men are independent indi-
cated a double standard based on sex, and discriminates against men in thla
case.
SetecHon for iraininff
The selection process for training and conferences Is largely a mate process,
as they are the decision makers In the schools. A number of teachers felt that
teachers were discriminated against when it came to attending conferences.
Board Policy Bulletin No. 25 limits professional leave to twelve month em-
ployees who are supervisors or higher* This policy apparently discriminates
against all teachers, and especially women, as the number of women employed
In such positions is minlscule.
F. Layoff or tennination
Because the study of teachers' concerns was completed in spring, 1972, one
question was raised that has since been solved. A number of women teachers
were displeased at having to take maternity leave earlier in the pregnancy than
they wanted to. Since last year, the courts have determined that pregnant females
must be treated the same as any other employee. Women cannot l>e refused
Jobs because they are pregnant, nor can they be forced to leave at a specific
stage of pregnancy.** Kalamazoo Schools' current policy is that women In all
departments may take either maternity leave or sick leave, depending oh how
long they want to be off. If they take maternity leave, they are not paid, but
are assured of returning to the first vacancy that occurs when they want to
return: They may or may not get the same Job back. If they take sick leave,
they receive alt their sick leave benefits and return to the same Job.
Conclusions
Having evaluated the possibility of sex bias In the area of personnel lu the
Kalamazoo Public Schools, the Personnel Task Force concludes that It does
H "QnideUneB on DiscHml nation Becatite of Btx*\
ERLC
445
exl8t» occasionally In obvious ways, but raore frequently In subtle ways that
most personnel are unaware of.
On the administrative level, 12 of 46 employees are women* and 9 of these
women are principals In early elementary schools. On the supervisory level,
only 7 of 53 persons are women. In the teaching claissificatlon, 66% are women,
and 66% of those women are In elementary schools.
In the highly sex.tyi>ed iK)sItlons» women comprise 99% of office employees
and cafeteria workers, and only 3% of the custodial and grounds personnel.
A took at opportunities for summer school employment for teachers reveals
the following :
PtruQlaM of womin
ftefutftr Surr
scRoofi 9V
mtt
tools
84
45
66
24
For coaching |)06ltlons, we find $3 positions for coaching boys' activities with
salary compensations of from 5% to 22% of the base salary for a minimum
budget of $58,240. We comi*ar«l that with girls* aetlvltleSi where we found 44
{K>sHlons with salary rates of 3% to 7% of base pay for a minimum budget of
$15,6g9.
Although the school system operates under a board policy to Insure equal
employment opportunities. It Js apparently not working. The hiring and pro-
motional procedures which are primarily under male jurisdiction contribute to
and perpetuate these inequities. Many of the Inequities are based on current
myths in our society about men and women and their roles.
Though It is evident that there have been during the past year of onr study
some beginning changes in sensitivities, attltudesi and policieSi indicating an
increased awareness of the subtleties about which we speak, the progress toward
equality has only begun. There Is great need to :
1. familiarize personnel In the Kalamazoo Public Schools with the current
civtl rights legislation.
2. increase their awareness of how their own attitudes and the attitudes of
others Interefere with tlielr seeking and obtaining equal opportunity^ and
3. develop practices, policies, and procedures which will assure more equitable
opportunities for women.
As children fn the school system begin to observe equal employment oppor-
tunities, their concept of employment potentials for themselves will be ex-
panded. The tow number of women teachers In the upper grades and of women
administrators at every level deprives all students of personal contact with
highly comi)etentt sensitive women who will encourage them to aspire to lives of
accomplishment
ReCOM MICKDATIONS
The members of the Personnel Task Force give the following outline of action,
based on our research, to the Doard of Kd neat I on, the Administration, and the
Division of Personnel. Some Items are repeated If they apply to more than one
category.
We ask that the School District of the City of Kalamaiioo, in following these
recommendations, work closely with the associations representing its employees
to eliminate sexist practices wherever they exist.
A. BOARD or EDUCATION
1. Implement changeft to eliminate the Inequalities described In this study.
a. Strengthen Board Policy #4), ''Affirmative Action for Equal Employment
Opportunity," by authorizing the preparation of a comprehensive affirmative
action program for women with goals, timetables, and an evaluation process.
b. Revise Board Policy #38, *'Overt Discrimination," to Include sex dis-
crimination.
c. Call for an administrative study to determine the funds being used for
personnel, equipment, and supplies for educational and recreational opportuni-
ties for boys as compared with those for girls.
ERIC
446
2, Request a follow up study of sex discrimination in the schools In 1&78 to
evaluate the progress nmcle,
.Jt aovernor MiUiken and the State of Board of Education, seek
changes In the retirement law so that.
a. women are equally represented on the Retirement Board, and
b. pensions aro equally available to male and female beneflciarles.
a ADMINISTRATION
1, Develop Inservice training programs to sensitize all employees, especially
those making personnel decisions, to their own attitudes toward women, and how
those attitudes affect their decisions.
2, pistrlbute to all personnel information on recent civil rights legislation,
relating it directly to the treatment of female students and employees. Especially
important is the EQual Employment Opportunity Commission's pauiphlet, "Guide-
Hues on Discrimination Because of Sex".
8. Revise the Organization Manual so that Job descriptions are neither male
nor female in context The use of the masculine pronoun Implies to women that
men are preferred.
^v^; encourage women to apply for administrative i)Ositions and stress
their ngbt to do so.
6. Encourage leadership positions for women to enhance their possible Dromo-
tion to administrative duties*
6. Provide specific Job descriptions which include neecssary qualifications,
eDabling people to apply or prepare for these positions. Make sure these Job
aescriptions are used to make decisions on hiring, promoting, and evaluating
personnel.
7. Wherever makeup of decision-making committees is spelled out, insure that
women will be equally represented on such committees,
8. Add sex to the dnti^discrimlnation clauses in labor contracts.
9. Distribute copies of this report to interested parties, such as the Division of
Personnel and all employee associations or unions.
C. DIVISION OF PERSONNEL
1. Update existing aflftrmative action policy to establish methods, goals, and
guidelines for implementation. *
a. Maintain statistics on the sex compositions of elementary and secondary
teachers, principals, supervisory personnel, and personnel receiving extra pay for
additional duties. Include non-professional personnel by pay levels,
b. Assure equal participation of women on screening committees.
c. Hire women In the Personnel Division at an administrative level.
3, Develop inservice training on :
a. new legislation pertaining to sex discrimination, and
b. Sexually biased attitudes, which affect the status of women.
c. the methods and goals of affirmative action programs. An excellent source Is
The BuiWno BlocU of EEO, by Dean B. Peskin, World Publishing Company,
1971,
The above recommendations will affect the six areas of emoloyment practice
previously outlined. The recommendations that follow deal more speciflcally with
the sepa rate ca tegorles.
A. niRINO, PLACEMENT, VPORADINO, TRAN8FEB, OB DEMOTION
1. Plan to hire more part time skilled or professional personnel, allowing more
women to participate on those levels.
2. Hevlew Job categorlesUn which men or women have not previously been
employed In reasonable numbers, and take appropriate actions to correct.
3. Periodically review promotions to ins?ire efforts providing equal opportu-
nities.
4. Evaluate summer school positions to assure equal opportunity,
6. Revise Job applications so they apply equally to male and female.
6. Make sure all applicants receive definite answers as to disposition of their
applications.
ERIC
447
B. BCCavitUE^^T, AUVmi8IN0» BOLICItATtON FOB EUPLOYMRNT
1. Establish acHvc recruitment and promodoaat programs to accomplish the
iil^ading of woaien la all levels of emplojrment, particularly In areas Wherf>
they are most under-represented,
2, Send women with recruitment teams to colleges and universities to encourage
women applicants for higher positions,
3* Search for outstanding women to promote or appoint to declslon*making
positions.
0. TBEATMENT DURINO EMPtX>YMElVT
1. Assign task on other basis than assumed sex-orlentatlon of task. For example^
put extra duties, such as lunch room, hall, and study duty on a rotating basis.
2. Remove the limit on stck leave days used for family Illness.
3. Inform employees of methods of recourse If they feel they are being dis-
criminated against.
4. Grant maternity/paternity leave to any teacher— married or single, male or
female^who adopts, bears, or assumes legal responsibility for a child."
D. RATES OP PAY OR OTHER fX>RMS Or COMPENSATION
1. Salaries
a. Deter mti;-^ the average salaries for men and women in each level of em-
ployment nnd correct the inequities.
b. Compare salaries for Jobs that are generally held by women with those
having similar duties or equal rcsponstblUties held by men, and correct the
Inequities.
0. Develop a more equal distribution of extracurricular compensated activities
for women, both in number of positions and amount of reimbursement.
2. Retirement
a. Seek change in retirement law to make i)en»ions equally available to spouse
of deceased, whether male or female.
b. Allow maternity and paternity leave to count toward retirement time In
the same way military leave does,
c. Eliminate any practices which inhibit women from accumulating the maxi'
mum retirement compensation.
d. Work for equal representation of women on the Retirement Board.
3. Insurance
a. Revise disability insurance plans to make sure they treat disabilities
caused or contributed to by pregnancy, miscarriage, abortlour childbirth, and
recovery therefrom, as temporary disabilities for all Job-related purposes,
b. Make sure that all costs and benefits are the same for men and women.
E, SELECTION FOR TRAINING
1. Identify Interested and potentially qualified women employees and encour-
age them to apply for sr>ecifio training programs.
2. Provide additional training to women teachers to increase their ability to
deal with problem students.
3. Assure more equitable pnrtJcIpatlon In conferences.
F. LAYOtT OR TERWTN*ATION
1. Insure representation of women in layoff and termlnntion decisions.
""MIchliran Federation of Teachers Reoogultfon of Wotneti'B Rights". Michigan F«derA*
(loD of Teachers. May 10, 1072.
us
PrJSBONNEL Task Fopck Repobt
Appendix A
Intmiews were condneted between April, 1972, and February, ld73, with the
following people :
Henry Qoodwyn, Mahlon LanU» and Allen Seaboldt, Division of Personnel
Ruth Calhoun, Supervisor of Food Services
Rudolph Gant, Supervisor of Operations
Qerry HoUowell, Kalamazoo City Kducatlon Association
Luther Wedt, AsslsUnt Director of Buildings and Grounds
Teachers and students In elementary and secondary schools
Appendix B
The following documents were studied in April, 1^2, and February, 1973.
Administrative Procedures Bulletins, as of April, 19T2
Application for Assistance under the Emergency School Act January 3, 1973
Board Policy Bulletins, as of April, 1972
1972-73 Budget
Curriculum notebook 1970-71
Directory of State and Federal Projects, February 28, 1973
Employees contracts, 1972
Job appllcAllon blanks 1972
Job descriptions, July 21. 1972
Organisation Manual, FhU, 1971
OrganlEational Scheme, 1972-1973
1972-73 Performance Objectives
Personnel Directory, 1972-1973
Personnel Division Personnel Reports, February, 1972 to December, 1972
Personnel lists, 1971-72
Retirement Funds Report, 1970
ERIC
449
ApptndU C| Pag* I
Hay 22, 1972 SchooW Return to Building Principal h'j Hey 26
To: AU School Pcr*onn«l Ada. BLdg. Return to Superintendent's Office by Hey 2i
A cltlsens task force hes been Instituted by tht Kelamacoo Public Schools in study*
Ing dlscriminetlon ageinit personnel on the basii of age, aeX| or race* VouM you
help us In our study by answering these questions and expressing 80cn« of your ovn
feelings on this subject* Your cooperation Is greatly appreciated* (All respcn&cs
are conf identiat), ti you have any <tuestloni please feel free to contacti
Marilyn Bell 343*62&<f
AUene Dietrich
AGE EDUCATION SEX
under 25 ^ .high school Male
.26-30 some college .Peoale
31-40 »*A.
^41-50 B.A* plus grad* hours RACE
51-60 M.A. ^Vblte
over 60 M.A, plus grad. hours Black
Ph.D. ^Other
Marital Status If you have chitdreni plea»«e list by age
^single and sex
.married age sex
.divorced age sex
.separated age . lex
.vidoved a&e sex
age , sex
age sex
age . sex
Length of time teaching .. (To the nearest full year)
Length of time with the Kalamasoo Public School System
Name of School .
Position Central Office
^ Building Adtnlnlstratton
Teachera
Librarians
Counselors
Social Workers
^Office Broployee
^Cther
ERIC
450
Appendix C, Pa&e 2
Pcrionnol Questionnaire
I* Cheek betow the spproprtate column or colunni if you think there ll unfclr
tifatfi)»nt In thefa treat. It you nee^ to explain, Ufc #2$. (People may bo
treated unfairly because of their racei aex> or poaitiof^i An example ot
dlacrtninatton becauae of position la if teachera are leas often picked to
go to conferencta than are prlncipaUi)
a*
b.
e»
d,
Oi
£.
h.
1.
J.
k.
1.
\unch «1utv
aciv
oarticloatlon In conference*
teaching drlveia* training
aelecttofi of department heada
^ulldlnjL asai^nmft^ta .
l^ooQ aasUn<nenta
sts^y hjU d\ity
haTl duty
^xtracurrlci|i^ar i^iixnciervta
auflr.er school lobi
field trtns
afajRmoene of dcak and other, eaulwaent
allotment of naterlala end suoDlles
use of duplicet
Lnii eouijMAent
control of eiaater keva
perklnft ipacoa
klnda of cla^ifa fcatftned
jiynber of clasa oreoaratlona
alt* of claaa fn acoe At«4fe_
aire of clai^lrt aame school
ppblctt atudf^ti
oay acAle foi almilar loba
oaid overtiee. voluntary
unpaid overt ine
. volunliut^
paid overtine. required
unpaid overt Itta^ Teouiud
Otherat pleaae oane
Hoy vany peraona, including youraelf, do you aupport or help support?
Are you auare of unfair treatment of someone else in Ihe Kalanaaoo achool
ayatem because o£ race aex age t Not aware . . .
Have you personally experienced any unfair treatment in the Kalamacoo achool
ayatea because of your race aex ^ age Have not _ , .
Have you been prouoced in the Uat 5 yeara
6-10 years?
Have you applied for a promotion In the Kelamatoo Public Schoola during the
last year 1-2 yeara 3-5 yeara 6-10 yeira ? Have not _^
If you have not applied, akip the next tvo questional
ERIC
451
Appendix C, f«g« S
7. W«j th« tppUsatloft r«JecU4 Accepted vlthdrtwo _ or is It utiecldcdf
fl. Wii tht poiltloa on* to your ova job category or In enother ?
If mother, pUaee ni«i««
tO« 00 you think If you requeaced « proaotion you ulght be refueed becauee of your
race _^ your a ex ? Nalther
It. Have you b«cn given a nev poiltlon uhlch was not « proototlca in tha
X4la«4too ichooU In the tait 5 yeara 6-10 yean t
12. Utvc you applied for a nev poeltlon, not a promotion, In the KaUflvetoo cchoote
in the laat year. _ 1-2 yeara 3-5 year» 6-10 years Have not
It you have not epplled, aklp the next tvo questions.
15. Wji the application rejected accepted vithdravn or is it uudecl<J<?d?
U. W*t tha position one in your job category ^ or in another . If anoth«Y|
please nattia
15. Vera you trsrsferrad batveen bulldlkiga in the last year 1-2 years
3-5 years 6-10 years t Have not been transferred
16. Hot counting tha aasignj&ent preferences requested from teachers and building
adntnistratora by the school administration and KCEA in 1971, have you asked
for a building transfer In the paat year 1-2 years 3-5 yeara
6-10 yeara 7 HJivt not sfked _^
If you bsva not askedj skip the next question.
17. the requested rejected grsnted vlthdrawn or la it undecided!
U, How many hours a veek do you spend on your job at sch^oll ,
19. Hov many hours a veek do you spend doing vork outside of school that retatec
to your job at school ^ J
20. Do you hold another paying job? Yea No
21. tlen*a pay increr&ents continue during mltltary service. Should the satae
principle apply to naternlty leaveT Yea No
22. Kltltary leave is four years. MAteinlty lesve la one year. Should the
tlae allowed be equal? Yes No
23. Please give any instance you can of unfair treatnent.
24. Hat any other areaa of dlaCrlBlnatlon that should ba atudicd,
25. What do you not like about your jobf
26. CcoDentss
Are you interested in having an adalnlstratlve position? Yes No
452
ANAIYS^S or ADMINISTRATIVE AND SUPWVISORy PERSONNEL 8V SEX
AdmWstritlve:
Syp«rJnttfw}|fjl ,
AMiiUnt stfMrlnt«ft<i«ftt»: * *
Iwlfwtwn*! m«M^m«nt i
Operational managamani * S
^ Program davtlopmant ! \ , {
SacornJary principals i
Cf ama nUre prftK^pafs ' , ?
0 rtclof of alamantary inslructloA ' i
0 rKtor o( (acondary irutructfOA '!""**.
WrKlof o< Mrwnf)«l and wgotJatiofts "" i"
Wrtc to/ of busInaM affairs...,, ' 5
O^rKlor of 6uird{n« and rounds V" {
WfKlof ofaludanfaflalrt....* j
Wractof of community tdwcatloft * }
Uractor of ra^aarch and da valopmeni .1'. '.,.] .'."! ! i
(Hractof ofcaUgorkala^ds }
Tow 33
Suparvlsory:
AisIsUn! principals i>
Daans of sludants 'J
Projacl d|ractof vxatiOMi aducatlon spoclal n««ds programs.'"." f
Coofdlnatof lMlr«MoflaJ nwJta
Coordinatof taiaof adocatlon i "
Suporvfsof »ppf»ntic« pfograffi i
Cow d^Dalor art aducatlort
Coordinato/ physical aducatloA j "
Coofdln*lo* musk !
Stip«rviwMp«clal aducalion i
PfO|rif?i apfclanst spacfal education V" 5
Assistant diractor. parionAol l
Assistant to d^ractof, personnel 1 1
fnternel auditor I
Supenrfsof of food services
Assfitartt superWsof. food services " V"
Supervisor, fraittportatiofl i"
Supervisor of data processing " |
AccountanI I
Purchasing agant I
Assistant purchasing agsftt.,.. I
Supervisor, supplies }
Assistant director of buildings and grounds i
Supervisor, malntencnae " " i
Supervisor, Operations i
Foreman grounds, I
Healing and wumWog i
CerterM repair i
peinting...
leader, pra-school j
Suoervisor, InformatioA services
Adult education priftclpal " i '
Community school leaders 2
Specialist personrvetskiKs development !".*"!.!"! I
Sp K Wist, computer based fccounlabiiity " " i
Testiftg specialist and health services coordinator J
Assistant for child accounting . i"
Project dirKlor ESCA title I '....[""\ "'.
454
Appendix K
LEOlStATION COVEBINO SesC DXSCRIMINATIOK
Executive Orders 11374 and 11246 prohibit employment discrimination on the
l^nsls of 8ex by contractors and subcontractors who are awarded contracts of
110,000 or more by the federal government, (A "federal contract" has been loosely
defined as something which benefits the federal government. Asked the difference
between contract and grant Mr. Jack Hazard, the contract-grant officer for federal
projects In Chicago, said that "at this point In time the two terms are used inter-
changeably." According to Peter Wallus, director of categorical aids in Kalama-
zoo, the Kalamazoo Public Schools presently receive 18 grants from the federal
gi^vemment, each In excess of $10,000.)
Revised Order #4, 1971, requires federal contractors to analyze their staff to
decide whether women are being underutilized, to establish goals and timetables
for correcting deficiencies, and vrrlte alBrroative action plans.
Equal Pay Act of 1963, extended in 197^ now covers teachers on all levels,
principals, librarians, counselors, deans, research personnel, and administrative
vtaff. "Where men and women are performing equal work on Jobs requiring equal
*<kllU eflfort and responsibility, and which are performed under similar working
. conditions in the same establishment, they must be paid equally.'^
The Equal Employment Opplrtunlty Act of 1972 extends the enforcement powers
of the Equal Opportunity Commission and the Coverage of Title VII of the
Civil Rights Act of 1964. Sex discrimination is forbidden under Title VII in
hiring, firing, layoff, recall, recruitment, wages and conditions of employ-
ment? promotional opportunities; assignment; gick leave, vacation and over-
time; insurance and health benefits; retirement; or advertising employment
preferences based on sex.
Title IX of Education Amendments of 1972 states, '*No person in the U.S.
Khali on the basis of sex be excluded from participation In, be denied the bene-
fits of, or be subjected to discrinxlnatton under any education program receiving
federal financial assistance.*' Broad coverage is provided for female students
nnd teachers who participate or want to participate In federally funded educa-
tion programs.
Note: The information on federal teglslatton was extracted from "Equal
Rights for Women Educators Promised With New legislation," 'DttS^a«6 Fund
Reports, National Education Association, August 25, 1972.
Appendix F
Extra Dutt Salabies
A. The following pay scale fthall apply to ^llly certificated, qualified teAcbers
for performing the following extra duties. The percentages shown are of the
base or staging rate for the Bachelor's degree: (B.A. base 197M2~-ld.000.00)
ERLC
465
Stimmir school dissroofft Uschlng.,
Adult «5ucsU«) UKhtr ,
DrlvsrtduciUofl tsschir ,
Mil Ik liKhtf
tntrimufaU
6.A. bis«
Milt Fimilt (pircinO
$#nlofh1|h school:
AlWUkdlridw 2 . 22
. K«i4bisKitbaiic4Kfi : l " v. !
|jfidwr«tUincco«cli ; I . M
Hiidbtsobinc^ . ! 2 .. : . {i
fttsirvt oolbiUcoKh., I ■ 10
Rosirvt bukilbiK cMch 2 ;; ' n
CfOM country coich l' [ ."" j
TMnlscoich....... 2''"!!*" }
AssUUnls:
[ooibifltolch ft .... 10
Bisibitl cosch 2 9
SwtmmtAi coich '[,^ 2 .I'M 9
TrKkCMch , 5 . .. ■* 9
^ Wftiuifli coich :: .::*:;. 1:.:: I
Wofflin'i ftoW hockiy I.... T 5
Wofflin'i twnis 2 S
Womin's bisVilbill f 7
Wofnin'iscttbil! 2 * 5
Otpirtimnl Mids 9 5* /
Co-op hiids 4 3 3
Sin^or diss sponsor [' '""H. 2 I
iuntor diss sponsor **. , 2 . 3
Soohomori diss sponsor \ "'\ 2
Dibiti ijid forinslcs co*d» 2 9
AssJsUnl (fobiti ind forinilcs 4
tB.Y.IIilsoflliichir I 3
Orimitks coicb Z 8
Fieutty iimo niiniKir 2 10
ChMrfiidirdJrictof-footbiJI } 4
ChMrliidir diriclor— bssVitbill 2 * 7
Juntor bt|h school;
AthloOc dfrictor 1 22
Hiidfootbittcoicb 5 7
AssJjUnl footbiU coKh 15 $
Hiid biskMbiil eoicb 10 7
Trick coKh S 5
Tonnlscoich., $ S
WrMtlini cwch 5 S
Girls b^sVitbillcoKh s 5
Cirls' trick ind Md hocXiy S 4
<Urts'Unnlscoich S 4
CbMrtiidor dinctor-footbin S 3
WMrtiidir dIrictOf— biskitbill 10 4
Otfi«rissl|nmiA(s:
6.00
B. A mazimuin of five (5) years* credit outside Kalamazoo may be allowedi
provided however, said experience is from a school comparable to Kalamazoo
Central or Low Norrix. Allowable experience shall be Senior High School ex-
perience in the specific sport and in the coaching position.
ERIC
456
AW>eii<ilx F
C. No coach Shalt be assigned to more than two coaching positions except in
emergency situations.
r>. Add to the salary of each coach 2% of the coaching base for each year of
allowable Kalamazoo coaching experience, said experience shall be limited to ten
(10) years and shall be in the same capacity being coachedi provided, however,
that this shall not apply to elementary Intramurals. ''Coaching base" Is the dollar
amount arrived at by multiplying the base salary for the B.A. degree by the
appropriate percentage specified above.
. E. The Senior High Athletic Director shall be assigned five (6) class periods,
one ( 1 ) planning period.
F. Intramural assignments and activities shall be made by the Physical Educa*
tion Supervisor. No time will be authorized without his approval.
0. Bookstore Managers shall have no homeroom assignments.
Taken from "Articles of Agreement between The School District of Kalamazoo
and the Kalamazoo City Education Association for the 1971-1972, 1972-1978
School Years."
Our sex analysis was added from figures provided in March, 1973 by Mr. Fletcher
Lewis, coordinator for physical education and health.
APPENDIX F, PAGE 3
MINIMUM SAURIES FOR CXTRA-CURRICUUR ATHUTIC ACTIVITIES 1972-73 FIGUREO ON B.A. BASC Of $1,000
PO$jU0A>
Numbar
PerWnl
Total
80VS' ACTIVITIES
Sanfor H(th School:
Alhlelk di factor
Hu6 football coach.,
Haad b»5ka (ball coach
Head i*Immfn| coach
Haad w res (lint coach
Head bateball coacn
Reserve football coach
Rnarva baiKetball coach
Haad track coach
?ross country coac^
♦nnlscoich
GoW coach
Assistants:
Football coach
Basabf II coach
SirimminiCMcb
TrKk coach
Wrtstlini coach
Junior Hl|h School:
Athlatk dirKtor
Mtid football toKh
Assistant football coach
Head baskalball coKh
Track coach
Tennis coach
Wrestlifvi CMch
Positions, all held by males
GIRIS' ACTIVITIES
Senior high Khool:
Women's fiald h<x\ti
Women's tennis
Women's basketball
Women's IrKk
Women's sottball
Cheerfeadiffg, foofbaH
Chearleadint. basketball
Junior high school:
Girls basketball
Girfs track and field bockey
Girfs tennis
ChHrleadini, football
Cheerleadlng, basketball
Positions, 42 held by females 2 by males
2
2
2
2
I
it
10
5
S
5
22
IS
IS
H
H
I?
10
9
10
9
9
9
n
7
5
5
5
SJ
&8,240
2
s mi
2
s «00
2
2
^ ^
2
4 640
2
7 M20
S
5 2,000
5
5
4 1,^
5
10
44
15,110
> Positi^t hetd by males.
ERIC
457
COBfitOTIONa
Pessonnex Tabk F<«cb Hepobt
rage II :
Une 1» One should be Our
lino 14, one should be our
Page 3:
Une 22, four should be ^Aree
Page 4:
line 19, Hcondary shouM be etemeniary
line 20, dement ari/ should be secondary
line 23, subsequent to our meeting with the director of personnel, we learned
from other members of the division that the assistant director U flnishlng
an Kd.D. In Kducatlonal leadership with specialisation in personnel and
that the other assistant has an MA in Guidance and Personnel
Page 6:
line 26, delete ''The office , . . leave."
Page 24 :
line IS, petitions should be assiffnmenti
Page 25 :
line 4, delete outstanding
lino 13, tnatei'nity/patertiitu should be parental
Page 26:
line 21, delete and poteniially qualified
line 24, to xcotnen should bo for all
Appendix D:
Secondary principals, female, should be 2
Elementary prInclimlJ*, female, should be 5
Letter to the Board of Education or the Kalamazoo Public Schools Trom the
Committee to Study Sex Discrimixatxox in the Kalamazoo Public Schools,
May 22, 1973
At the Informal Board of Educatiou meeting on May 14, 3&73, when the Hough-
ton-Mifflin Reading Program was recommended by the reading committee, we
slated that the proposed book$t discriminate against women and girls and are
Illegal. Title IX of the Education Amendments of 1072, Section 901(a) states:
"No person In the United States shall, on the basis of sex, be excluded from par-
tlciiiatlon in, be denied the benefits of, or be subjected to discrimination under
any education program or activity receiving Federal financial assistance . .
We believe that Michigan state law also precludes such inequal treatment, as
In the Michigan Public Accommodations Act, Chapter 21 of the Civil Rights Act,
Knual Public Accommodations, Section 146 (M.C.KA. 750.146) : '*All i>ersons
within the Jurisdiction of this state ^hall be entitled to full and equal accomino-
dations, advantages, facilftfes and privileges of . . . public educational fnstftu-
tlonsi . . . subject only to the conditions and limitations established by law and
applicable alike to all citizens . .
Relying In part on the above quoted statutes, we ask you to defer your decision
on the reading program until you have Investigated alternate means of teaching
reading which treat all children equally. We feel that Irreparable and Immetllate
damage will occur to the school system by spending money which will be wasted
if the books are fo\md to lie discriminatory and, therefore, Illegal. More important,
irreparable damage would result from the use of books which affect adversely
the self-image of boys and girls by presenting a male-dominated society.
W^e believe that the purchase of the proposed Houghton-Mffflln Reading Pro-
gram will constitute violation of the quoted federal and Michigan statutes and
subject the Board of Education and the use of the l)Ooks to legal measures which
could Jeopardize the school system's receipt of federal monies.
This matter is of suflflclent Imporlance that we will, if necessary, seek remedies
available under Title IX and relief through the courts.
Signed by
Jo Jacobs, Chairwoman, Committee to Study Sex Discrimination In the Kala-
mazoo Public Schools
732 Garland Avenue
458
Kalamazoo, Michigan 40008
Phone: 61^(MS853
Nolo: Please write to Jo Jacobs for a copy of the HBW complaint, to be read;
May 31, 1073.
Mjchioan Convention or PTA— Spbino, 1073
A. 8GXI8M IN KLEMENTART 8CH00L TEXTBOOKS
1. Chase, Dennis, ''Sexism in Textbooks, "^a»on« 8chool$, December, 1927, pp.
31-W.
2. Dick and Jam as Victim: Sew Stereotyping in Children's Readers, Women
on Words and Images— a Task Force of Central New Jersey N.O.W, Available
for $1.50 from Women on Words and Images, 25 Cleveland Land, RD #4,
Princeton, Kew Jersey, 08540.
8. Federal Laics and Regulations Concerning Sex Discrimination in Eduoa'
tianat Institutions, The Project on the Status and Education of Women,
Association of American Colleges, 1818 R Street N.W., Washington, D.C.
20000
4. "A J^mlnlst Look at Children's Books," SCHOOL LIBRARY JOURNAL,
January, 1071, pp. 10-24. Available for 50^ plus a stamped, self-addressed,
legal sired envelope, from Feminists on Children's Media, P.O. Box 4313,
Grand Central Station, N.Y., N.Y. 10017.
6. Key, Mary Ritchie, "The Role of Male and Female in Children's Books-
Dispelling all Doubt," WILSON LIBRARY BULLETIN, October, 1071, np.
167-176.
6. Little Miss Muffct Fights BacJc, Feminists on Children's Media, New York,
107L Available for 50^ and envelope (see #4 above).
7. Mlle9» B:?tty, ''Harmful Lessons Little Girls Learn in School," RBDBOOK,
March lOTl, p. 80.
a "Report of the Elementary School Textbooks Task Force," Committee to
Study Sex Discrimination in the Kalamazoo Public Schools, February, 1073.
Send 11.00 to Ms. Marion Schlppers, Kalamazoo Public Schools. 1220 Howard
Street, Kalamazoo, Michigan. 49008.
B. SEXISM IN THE PUBLIC SCHOOLS
1. Committee to Study Sex Discrimination In the Kalamazoo Public Schools.
Reports available now for $1.00 {address in #8 above) are the '^Personnel
Task Force Report" and "In Search of the Freedom to Grow." Ready In
June, ld73, will be reports on vocational education, student activities, testing
and counseling, and selected subJects—a look at value forming content areas
such as history, psychology, home and family living.
2. Discrimination Against Women: Hearings before the Special Subcommittee
on Education of the Committee on Education and Labor, House of Representa-
tives, 91st CoT^gress, Second Session, on Section 805 of H.R. 16098. Available
FREE from your congressperson.
3. Emma WlUard Task Force on Education, Sexism in Education, available for
$3.50. 1520 W. 27th Street, Minneapolis, Minn. 55408.
4. Federbush, Marda. Let Them Aspire: A Plea and Proposal for Equality of
Opportunity for Males and Females in the Ann Arhor Public Schools, May,
1971. Available for $2.25 from Marcia Federbush, 1000 N. Cedar Bend Drive,
Ann Arbor, Michigan. 48105.
5. Report on Sew Bias in the PuhUc Schools: revised edition ($2.25) New York
City Chapter N.O.W. 28 East 56th St. NY. 10022.
6. Sexism in Education, Joint Task Force Report 1972, Pennsylvania Depart
ment of Education. Write I^ouise Oncley, Planning and Research Division,
Pennsylvania Human Relations Commission, 100 North Cameron Street,
Harrisburg, Penna 17101.
ERIC
459
II
^3
3
3
if
lllllpillilllr-l^l
ERIC
II-JS9 0-T4. p<,f • so
460
^, ^ Kalamazoo, Mich,, a/fli/^P,/975.
Mr. CA8PAB Weinbebqer,
^oretarp, Department of Health, Education, and Welfare,
Tr<MW«?^on, B.C.
Dear Secretary: please consider this letter a formal complaint under
y or the Education Amendments of 1072, \\U (>2'318. The complaint Is
directed at the Board of Mucation of the Kalamazoo TuMic Schools, Kalamazoo,
Michigan. It is filed by the Committee to Study Sex Discrimination in the Kala-
masoo Public Schools. I am the chairperson of that committee and am filing this
complaint on Its behalf. The committee was created by the Board of Education
in December of lOTl to do a comprehensive study of sex discrimination In the
school s:^gtcm.
On May 21, 1073, the Kalamaaoo Board of Education adopted the Houghton-
Mifflin Reading Program for grades one through six throughout the entire Kala-
mawK) school system. This program utilises 12 books. The total cost of the pro-
gram la $68,000, of which $30,000 will come from btate and/or Federal funds. The
program will result in the purchase of thousands of books which will be In use
In the Kalamazoo school system for an estimated five years by successive groups
of chUdren, The content, illustrations, emphasis, philosophy and attitudes dis-
played In the books in this reading program discriminate against girls and
women.
We allege that this action of the Board subjects the girls in the elementarj*
grades In Kalamazoo to discrimination under an education program receiving
Federal financial assistance within the meaning of Section 901(a) Qf Title IX. As
of February, 1&73, according to the best information available to us, the Kala-
mazoo Public Schools were receiving assist^rce from 19 grants, totaling
$2,133,5ia83. W6 request an immediate HEW investigation which would first
explore the possibilities of persuading the Board to comply voluntarily with the
law by using Instead a non sexlst reading program. Failing that, we request
that all Federal assistance to the Kalamazoo school system be 8usi)ended until
the Board does comply with Title IX.
Sincerely,
Jo Jacobs, OKairvenon,
On Behalf of the Oommiiiee to
Study 8€x Di9cr{m{nation {n the
Kalamazoo Public Schools,
Enclosure: Preliminary findings of the committee with regard to the Hougbton-
Mifflln Reading Program.
DISCUSSION or PREUMINAHY FINDINOS COMMITTEE TO STITDY SEX DISCRIMINATION IN
THE KALAMAZOO PDBLIO SCHOOLS
Grade school readers are a top priority area for change, sljice they Influence
children at their most vulnerable and mall eagle ^tage of development. Dick and
Jane as Victims: Sex Stereotyping In Children's Readers, an analysis by Women
on Words and Images, P.O. Box 2163, Princeton, New Jersey 08540, p. 3,
Textbooks should treat women as the equals of men. Although in the past
* women were regarded as Inferior, they were not and are not inferior they were
not and are not inferior people. The sexlart attitudes of the past should not be
reflected In current publications. Guidelines for Improving the Image of Women
in Textbooks, prepared by the Sexism in Textbooks Committee of Women, at
Scott, Foresman, 1900 East Lake Avenue, Olenvlew, Illinois 60025, 1072, p. 1.
PreUminanf Statement
The findings below reflect the preliminary results of an examination of the
reading program adopted by the Kalamazoo schools on May 21, 1073. The exami-
nation took placo between May 10, when program materials first became available
to us, and May 14, when we submitted a report to the Board of Education. Exami-
nation of theii;e materials is continuing, and a detailed report will t>e available
soon. When the final report Is l&sued, ^ve plan to Sile an amended complaint with
the Secretary of Health, Education, and Welfare, further documenting our
charges.
Initiai Findtnffs
The reading program Is a major part of elementary school education, one in
which children participate every school day for six years. The schools fall to
serve the needs of students, both bo5s and girls, when they adopt a reading pro-
id
ERIC
461
gram which luconwratw a massive amount of sex-role 8tereot>plng and a totnlly
inadequate nnd unrealistic Dortralt of the performance and potential of women in
American society.
1. A rending program uohich doei not recognize the actions and achievements of
tcofnen is an education program which Is sci^t disctiminatory
The Houghton-Mlfilln sixth grade reader Just adoptetl by the Kalamazoo
schools^ features seven famous men and one woman; It mentions an additional
sixteen famous men and one famous woman.
In the fifth grade reader, there are four storied about male historical Agtiree
and one story about a female historical figure.
^. A reading program ichich does not show the same respect for icomen and girts
as it does for men and hoys is an education program tohich is sew dis-
criminatory
We found that of the storlee in the entire Houghton-MlftJin Reading Program
that could be identified as having eltiier male or female leading characters, ap-
proximately 80 percent had male leading characters, I though females comprise at
least BO percent of the elementary school population.
In the first pre-prliner» all of the leading characters are boys, A girl first ap-
pears on page 21 with a mop In her hand and Is definitely a subordinate char-
acter. The pronouns he and it api>ear In the first and second pre-primers; the
pronoun she does not appear In the series until the third pre-prlmer.
Of tlie ten stories In one second grade reader. Secrets^ six have leading char-
acters who are human and the other four have leading characters who are
animals. All of the human leading characters are male; girls are hardly ever
mentioned. In the fifth grade readers, there are more stories about animals than
alK)ut girls and women.
One example from the fifth grade reader which shows a lack of reept^ for
females simply because they are females in this nuot ition : ''What is square and
has bats in the belfry?" Dusty grinned. 'That's easy, Scruggs-girls t"
3. A reading program which assigns abilit!cs» traits, interests, and actiiHtics on
the basis of mate or female stereotypes is an education program that is sejp
discriminatory
Adult role models for girls in the Houghton Mifflin Reading Program are
limited. Women ^re portrayed predominately a^ mothers, nurses, librarians,
storekeepers, wiin few other roles. Men are poitrayeil in many occupations.
Including doctors, lawyers, busdrivers, mayors, jwlicemen, scientists, firemen,
grocers, lndus(Tialls?ts, kings, town watchmen, soldiers, inventors, builders, vio-
linists, farmers, political scientists, university department heads, milkmen, sani-
tation men, hunters, spies, writers, artist,*?, engineers, sherlflTs, plumbers, car-
penters, treasure divers, sculptors, spacemen, sailors, Judges and F.B.I, men.
A specific example of this Inequity is the full lis* of occupations Illustrated in
the second grade reader :
Men Women
Zoo keeper Mother
Fence painter Circus fat lady
Circus clown Elementary school teacher
Circus tall man Nurse
Circus strong man
Flower cart owner/seller
Flower shop owner
Toy shop owner
Policeman
Truck driver
Milkman
Grocer
Scientist
Doctor
The mothers In the readers work almost exclusively at home. The few mothers
shown or described who are In the work force outside the home are generally
In unspecified Jobs. Yet the mo Census for the City of Kalamazoo shows that
41.3 percent of the women of this city over the age of 16 are employed outside
the home.
We contend that the sex roles presented In this reading program reflect the
I "^slrlcted range of occupation and behavior permitted women In American sode^
^^.^fore sex discrimination became illegal One of the principal functions of the
m
AmeHcttD public school sydtem Is to enable our children to obtain employment
appropriate to their potential. The ellmlnaiion and prevention of discrimination
In employment, based on race, religion, national origin, sex or any other extrane*
ona factor, Is a commitment that has been repeatedly affirmed by various Federal
statutes* To declare that girls should be assured the same opportunities for em-
ptovment upon graduation as boys is a principle that few will any longer dispute.
But to subject girls before graduation to twelve years of careful conditioning
tbat discourages them from considering certain occupational ix>les Is to make a
mockery of that Principle.
The elementary school with Its educational programs Is an important agency
oi socialisation. The learning it provides about role models and expectations Is
Influential in the life planning of students and is the major sui^ement provided
by society td the f Jcfallzatlon experienced by children in the home. Thus, the
portrayal of goals labeled socially desirable and llmita said to be set by the social
order in a reading program ts of critical importance in influencing the ideas and
expectations of children about the quality and extent of the participation in
American life of glris and women.
KALAUAXOO PCBUO SCHOOLS,
OmCES or the SUPKBtNTClTDKNT, v
Kclamazoo, MicK, Auouit U i^f^
The Committee to Study Sex Discrimination in the Kalamatoo Public Schdols
U composed of 7 Task Forces. The following 6 Task Forces have completed their
reporta.
Task Force on Elementary School OHextbooks
Task Force on Personnel
Task Force on Physical Bducation/Athletlca
Task Force on Selected Subjects. (A look at some of those value-forming con*
tent areas at the secondary level ; for example, selected courses in history, home
and family living, psychology, etc.)
Task Force on Student Oriented C5oncems, (A look at the extra-curricular ac-
tivities at the secondary level excluding athletics.)
These reports are available from the above address for $1.00 each.
The remaining 2 Task Forces, Testing and Counseling and Vocational Educa-
tion will be completed by I>ecember and will be available at that time.
Thank you for your Interest and it is my sincere hope that you will be able to
translate that interest into action aimed at elemlnatlng sexism in the public
schools. If I can be of any further help, be sure to contact me.
Sincerely,
Jo Jacobsl
Commiiiee To Study Sew DUcriminalion
in the Kalamazoo PuWc SchooU*
8TATEKCHT BT AZXEXE DIET&IOH 01^ THE COHUITTEE TO STTJBT
8EX DISORIHINATIOV IN KALAMAZOO^ HIOH.1 ACCOKPAHIEB
BT MS. 70 JACOB, CBAIBriTAR OF THE COHUITTEE, AND MS.
Bf AHOY SLUN
Ms. Dnrmtcn. I am Allene Dietrich. I am representinfl; the Commit-
t^ to Study Sex Discrimination in the Kalamazoo Public School, and
we are very glad to be here* This is Nancy* Ellin, who is coordinating
the study on the Hoiighton-Mifflin textbooks and Jo Jacobs, the chair-
woman of the committee.
Our study of textbooks established that sex role stereotyping exists
at every level and in every subject in the elementary schools. For f
example, all the match texts that we looked at, we found that activities
reserved almost exclusively for adult females outside of the home is
household shopping.
A textbook, Exploring Science, in the fourth grade, we found 17
occupations for males, while the sole female activity was hanging
ERIC
463
up clothes. In aiiotlicr science book, 39 men are included, most of them
are scientists, and two women, one who watches Benjamin Franklin,
and the other a housewife.
A school health book cautions the children : "Unfortunately, every
boy can't be a leader of men, and every girl can't be a belle of the
ball."
Then we looked at the dictionary, and we found examples of stereo-
typing in the definitions for the word **steep." She steeped the t^ in
boiling water. Professor Jones steeps himself in I>atin." For the word
"study," "Joseph is studying to be a doctor. Her constant study is
to please her parents."
Our committee is not unique in its investigation or in its findings*
As your subcommittee has already heard irom previous testimony
and will be hearing today, people across the country have been re-
searchiUjg and publicizing their findings for some time. We are very
greatly indebted to these groups and individuals whose goals we have
share<l> and whose efl^orts have so mightily helped us.
Where I think that our committee in Kalamazoo is perhaps unique
among these groups, is first, in its creation and authorization by the
local board of education; second, in its filing of the first textbook
complaint with HEW; and third> the action >vluch has resulted from
the threat of the complaint.
My testimony will deal chiefly with these experiences luiique to
Kalamazoo, experiences which illustrate the ways in which passage of
H.R. 208 will bring us further toward women's education equity,
especially in textbooks.
In December 1971, the board of education watched a slide presen-
tation of sex roles in the reading books that the children were then
using in Kalamazoo. After an hour of viewing at the stereotyped
portrayals of Dick, Jane, mother, and dad, and even their dog Spot,
the board created a committee to study sex discrimination in the
schools.
Early in 1072, the chairwoman, Ms. Jo Jacobs, was named, and task
forces established. The school superintendent set up appropriate con-
trols and communication and asKed school ix^rsonnel to cooperate in
the study.
By the spring of 1972, seven task forces were operating with mem-
bers representing students, parents, school staff, and the community
at large, men as well as women. Five task forces have now finished
their work and have given their recommendations to the schools. They
covered five areas: >
Personnel pract ices and procedures.
Athletics and physical eaucati^ii.
Elementary school textbooks.
Selected studies, which included secondary level subjects such as
anthropology, English, psychology, history, and sociology.
Student- oriented aspects of school that are nonacademic and non-
athletic, such as extracurricular activities.
These reports are available through the Kalamazoo public schools,
and many people throughout the country have sent for them.
We have two task groups on vocational education, testing and coun-
seling, but these task forces have not yet completed their studies.
The work and the recommendations of one of the task forces has
led to our filing the complaint. When we reported our findings on
ERLC
464
elemeutery school textbooks in February of this year to the Kalamazoo
Board of Ediicat ioii} we said :
Textbooks of alt content areas conBlstently separate people Into two rigtdty
defined molds, which provide unfair and distorted stereotyped role models for
both boys and girls.
We recommended tlint no now textbooks be purchased unless they
were nondiscriminatory, Just as important, wo provided si>eciflc mcM-
ures that the administration could adont to offset the existing stereo-
tyjKid curriculum* such as woman-of-tlie-montli bulletin boards, eli-
mmation of boys' and girls' corners in kindergarten, and teacning
everybody to cook, run audiovisual equinnient, and operate sewing
macnines. The report made no discernible impact, as none of these
recommendations were carried out.
A crucial test of our effectiveness would come, we thought with the .
adoption of a new reading series that would be in use for at least the
next 5 years by every child in the school district in grades 1 through 6.
I remember the hope with which we went^ to the school gym to
sample the seven new sets of books under consideration by the school
reading committee. We imagined how good they could be, these prod-
ucts or a voluntary commitment by the publishers to change with the
times, these results of raised consciousness of women's rights.
What we found were eyecatching, up-to-date, fascinatmg books,
containing the same stereotyped treatment of men and women, les^
blatantly hostile to females, in most cases, but as strongly male domi-
nated as even.
"The World of Men,'* proclaimed the caption on the table of con-
tents of the Outgoing series. We could ring in the new with the same
bell. It was still the world of men, boys, of masculine accomplishments.
Before the Houghton-Mifflin reading program was picked as the
final choice, w*e read each book in the series, and reported to the school
board members that we found the program to be discriminatory
against women and girls and, therefore, should not be purchased.
Nancy Ellin said at that time, "The sheer quantity of stories about
boys strongly reinforces the notion that boys do all the most inter-
esting things. For instance, all the treehouses belong to boys.*'
We asked the school board to defer its decision on the reading pro-
gram until it could investigate alternate ways to teach reading which
would give treittment to Pam as well as to Ben.
The superintendent maintained that the new series was the best
available reading program. We did not argue with that professional
opinion. He said the Houghton-Mifflin books were less biased than
the old ones, and we said that this was not good enough.
Sex discrimination k illegal, unjust, and harmful to boys and girls.
If a discriminatory tooi is selected for teaching reading, then it is a
discriminatory reading program, therefore, illegal under title 9 of the
Education Amendment of 1972; as we read them.
Despite the strong and persuasive evidence of sex bias, despite our
pleas for delay and our stated determination to seek legal remedies,
should public money be used to purchase such materials, the school
board voted to buy the books.
When they did* our committee filed the first textbook complaint
witlrHEW. We alleged that the action of the board subjects the girls
in the elementary grades in Kalamazoo to discrimination under an
er|c
466
education program receiving Federal financial assistance, and re-
quested an immediate HRW mvestigation, which would first explore
the i>o$sibiHty of persuading the board to comply voluntarily with
the law by using instead a nonexistent reading pro-am.
Failing that, we requested that all Federal assistance to the Kala-
mazoo school system be suspended until the board does comply with
title 9.
We based our case on evidence supporting the follorwing charges:
1. The scries does not recognize tne actions and achievements of
women.
2. It does not show the same respect for women and girls as it does
for men and boys.
3» It assigns abilities, traits, interests and activities on the basis of
male and female 8teixK)types,
The Houghton -Mifflin books almost totally ignore the acti9ns and
achievements of women. There are twelve biographies of men in these
books, and four of women: Harriet Tubman, Kate Shelley, Laura
Ingalls Wilder, and Karana, an Eskimo girl^ who lived for 18 years
alone on a frigid island.
At least 91 names of men in history are offered to the students for
their intei-est and information, but only about six names of women.
Who are these few? Queen Victoria, the Duchess of Windsor, Bosa
Parks, Coretta Scott King, Mrs. John Hill, and Thomas Garrett's
wife, Sarah.
Regretfully, students reading these books have lost an opportunihr
to learn about history's heroines. By the time the next edition, sched*
uled for use in 1976 by Houghton Mifflin, we are certain the publisher
will have no difficulty in putting 91 names of famous women.
The list could begin with Congressman Shirley Chisholm and Con*
gresswoman Patsy Mink of this subcommittee as well as the other
Alembers of Congress who are doing so much to improve the status of
women in education today.
^Vhatever the 1976 books may be, if our complaint fails, Kalamazoo
students will be reading these biased books for at least the next 6 years.
Secondly, it is apparent that these books are not interested in what
women and girls do. In every text in the series, every category listed
in the table of contents has more males than females.
You can see by the chart that wc have devised here, that 79 percent
of the stories in these books have male main characters, and only 13
l)ercent have female main characters.
In "Tigers," the first reading book for first graders, all the stories
center on boys. A girl first appears on page 21 with a mop in her
hand. She mops the porch while the boys play imaginatively with big
cardboard boxes.
In the second grade reader, "Secrets," five stories are ftbout male
humans, and four about male animals. Not one story features a girl,
or a female. Two other texts, "Rainbows" and "Kaleidoscope," have
more stories about male animals than about girls or women. The illus-
trations are predominantly male, too, ranging from a high of 87 per-
cent in "Tigers" to a low of 60 percent in Lions, the second pre*
primer.
Even the poems reflect a preoccupation with males. Forty-one per-
cent are male oriented, and 7 percent female. Our readers were a little
466
1
perplexed about how to catojG[orizo a poem in which a male robin builds
a nest, and then lays four little eggs in it. The unknown author has
aptly titled this nature defying verse, <'The Secret ."
Male dominance prevails in the plays as well. In every play in every
book, the leading roles are male. In three plays there are no female
roles at all. Perhaps this is another area where a girl has to act like a
boy to achieve, ^
In other sections of the table of contents such as skills lessons, fun
and games, more books to enjoy, and informational articles, the pattern
holds. Male items occur two or three times more often than female
itema For example, 16 of the information articles are about males,
only 1 about a female, this time a female duck, "Gertie, the Scatter-
brain Duck.'*
This extreme prevalence of males and in some books the almost com-
plete lack of females is in itself deiijeahing. One interpretation might
well be that males are more important than females.
Even nouns and pronouns get short shrift. Our first graders learn
"he" in their first book. "She" is not learned until the third book,
which includes *Ws," ''him," and "man," in the basal vocabulary,
but relegates "girls/* "her," and "woman" to the supplemental vocabu-
lanr.
Some of the content of these books support false and stereotyped
assumptions about females. "Arthur," the anteater, has the text's
approval for his assertion that playing with girls is not as cood as
playing with boys. He says: "So I don't play with girls . . . Then, she
throws like a girl." ^
^ An Eskimo boy is taunted : "Has-k»r hus not the brave heart Has-ka
IS a girl . . . The beaten boy's spirit sank to his moccasins."
An entire story in "Rainbows" is about Lucy's incompetence, a
particularly destructive emphasis, because it is the only story in the
book with a girl as the main character.
Wenda Gambling "a well known movie star," shows the value of
women as sex objects. "Wenda Gambling was hardly an expert on
traffic," says the book, "but as the three other panel members were
elderly men, one stout, one bald, and one nearsighted, the moderator
of the program felt that the panel would be more interesting to the
television audience if Wenda were at the table."
Thirdly, assigning abilities, traits, interests, and activities on the
basis of sex limits individual expectations and aspirations. Because of
the limited adult role models for girls in these books, female readers
are encouraged to limit rather than expand their choices.
Women are portraved predominantly as mothers, nurses, librarians,
and fitorekeepew, with few other roles. There are only six working
mothers in the entire series, of these six, two have unspecified jobs, the
others are a seamstress at home, a farmer, a migrant worker, and the
last mother is on a spaceship, she is astro-navigator, planet geologist,
electronics engineer, computer programer, and cook, all rolled into
one.
Eight books contain no working mothers at all. Yet we know that
women and mothers are working. The 1970 census for the city of
Kalamazoo shows that 41.3 percent of the women in Kalamazoo over
the aore of 16 are employed outside the home.
The a^mption of the male as a doer is borne out bv the list of all
th^working people portrayed in the books. There are 6l5 occupations
ERIC
467
held by men > to 41 occupations for females. The major occupation for
women in all the books is housewife and mother.
^ A specific example of this inequity is the full list of occupations
listed in the second grade i-eader.
policeman
truck driver
milkman
grocer
scientist
doctor
Such textbooks reflect not what we see around us today, but the old
restricted range of occupation and behavior.
One of the principal functions of the American public school system
is to enable our children to obtain employment appropriate to their
potential The elimination and pi^vention of discrimination in employ-
ment, based on race, religion, national origin, sex, or any other ex-
traneous factor, is a commitment that has been repeatedly affirmed by
various Federal statutes.
They declare that girls should be assured the same opportunities for
employment upon graduation as boys is a principle that few will any
longer dispute. Rut to subject girls to 12 years of careful conditioning
that discourages them from considering certain occupational roles is
to make a mockery of that principle.
Those arguments formed the basis of our complaint, which is now in
limbo, with IIEW postponing a decision on whether it can investigate
the case until guidelines to implement title 9 are written. The regula-
tions, scheduled for release this month, will determine the nature and
scope of HEW involvement, if anv, in textbook questions.
Peter W. Holmes, who is the Director of HEW's Office for Civil
Rights, wrote to Superintendent of Schools William Coats, asking him
to furnish reasons why he and the board do not believe the committee's
complaint is valid. Tliat information and our committee's findings will
be held for consideration if appropriate under the guidelines.
Because we filed this complaint, more publishers, more men and
women know that sex discrimination does exist in public education
in this country. Increased pressure on publishers for revisions ts
evidenced.
Not only Houghton-Mifflin, but other major schoolbook publishers
have written to Kalamazoo for guidelines used in selecting media
center materials and have stated their commitment to end sex dis-
crimination in thebooks they publish,
Our school system itself has done an outstanding job this summer
in reviewing the materials, revising teachers' manuals, and providina
For men :
200 keeper
fence painter
circus clown
circus tall man
circus strong man
flower cart owner/seller
flower shop owner
For women :
mother
elementary school teacher
nurse
circus fat lady
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468
su^geetions for teachers on ways to supplement content of the readinir
senes, *
The J^terials Review Committee members, representing school staff
and the Cpmmitee to Study Sex Discrimination, have worked hard to
present a less discriminatory curriculum to the children who are back
m schoolthis month.
Yesterday, CBS News showed a boy in Kalamazoo trying to read
the word "ms." on the blackboard, and that is one of the changes that
we are talking about.
Hie major task that this committee took on was revising all 12 of
the teachers* manuals. Because we could not change the content of the
children's readers, we could only affect the parts of the manuals that
wew not predetermined by the children's books. This resulted in very
limited and in most cases minor revisions.
However, we took the manuals and went through them page by
page, changing pronouns, names, and situations until we had less
stereotyping and a better balance of the previously male^dominated
items,
In the first grade book, "Dinosaurs," for instence. we changed a
. story about Randy building a snowman to Mary building a snowlady.
Where the teacher is directed to write sentences on the blackboard
from the manual, they will not be as they appeared originally. We
changed : «Dad is di^ng un the little trees.^ to "Mother is digging
up the little tree." and "Mother is cutting up apples for us," to *a)ad
IS cutting; up apples for us."
We added Questions to encourage awareness of bias in the books. In
Tigers," which you remember has only stories with males as main
characters, we wrote in the following questions under evaluating: and
creating thinking;
Could his storjr have been about iprls ?
What other things might the children— instead of boy a— have made
from the boxes?
Why didnt Ben invite Jill to play with them ?
How she might have added to their fun ?
On another page next to a poem calle "Tiger-Cat Tim," we wrote :
Have another poem available with female anijnals. The teachers will
have a list of poems about females, girls and animals, as well as copies
of the poems themselves. We made some other changes too, In "Fieste"
there is a stonr that features T)uke Ellington and Louis Armstrong,
and we added Sweet Emma, who was a New Orleans Dixieland
musician.
In "Kaleidoscope," where a teaching index was used about Abraham
Lincoln*s life, we added Susan B. Anthony's life. We have also looked
everywhere we cAn think of for nonstereotyped materials for reading
liste. We used the Feminist Press and Mlipop Power, as well ad con*
ventitonal sources and our own school holdinflis, to come up with an ex-
citing bibliography, which includes "Harriet the Spv," <*Rita, the
Weekend Bat," "The Hermit Boy", and "William's Boll."
The Materials Review Committee will continue to meet during the
year, concentrating at first on other kinds of audiovisual materials,
which could supplement the reading: series. Nonstereotyped movies and
film strips, powers, and bulletin board materials are very rare. We
have suggested developing our own.
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469
Houghton-Mifflin's editor-in-chief for reading and language arts,
John nidley, assisted the committee in important ways, ^rovidinfl^
bibliographies of nonstereotypcd books and spending an amiable ana
productive 2 days working with school staff to improve the reading
program.
Tne company has pledged all-out support in the supplemental ma-
terial development and has indicated tnat Kalamazoo is a pilot or
tatget system in the study of sex discrimination in textboOKS. The
Kalamazoo project will be used as a model to be followed in the fu-
ture, according to company officials.
The most (mimatic result of all these efforts may be the^ effect on
the teachers as they go through their manuals this fall, making them,
marking them, and revising them to lessen male dominance and stereo-
typing where possible.
They will see for themselves what the manuals were cmd what they
can become. Most important, they will be given the tools with which
to offset some of the effects of that domination and stereotyping.
Surely this awareness of sex discrimination and of the school sys-
tem's desire to eliminate it will reach into other areas of their teach*
ing as well.
I would like to mention a need for H.B. 208. The changes that have
been made with the cooperation of the school staff and publishers are
not sufficient to counteract the effect of a reading program whose
content is discriminatory.
Much of this modest progress results from tlie prospect that a Fed-
eral law might be enforced. That threat may vanish with the passage
of firuidelines for title 9, which exclude textbooks.
We have at present no way to prevent schools from using discrimi-
natory materials, nor have we found alternative reading programs,
which treat both sexes equally.
H. B. 208 would provide the support necessary to develop tools in-
suring sexual equality in education. All five of our task forces have
made recommendations, which need H."R. 208 for implementation.
Of particular importance to our work with textbooks are the fol-
lowing provisions of the bill :
I. To find and dcdare that present educational programs in the
United States are inequitable as they relate to^ women of all cultural
and ethnic Ip'oups and limit their full participation in American
society. /
That is siniply true and needs to be said.
2. To encourage the development of new and improved curriculuma,
At presenteven the latest curriculum and materials are discrimina-
t4)ry, no matter how hip the stories and how strong the colors on the
glossy paper. [
8. To demonstrate the use of such curriculums in model educational
programs and to evaluate the effectiven^ thereof .
liiere is very little research on the effects of sexist and nonsexist
materials ana coursef^^On the (Attitudes and lives of students. Boea the
fact that only men arei doctors iu the books affect the aspirations of the
girls ? At this ti me, we do not know.
■*4. To provide? training programs for parents, teachers, and other
educational personnel.
ERIC
470
According to a Nation's schools poll published last December, 84
percent of tne school administrators questioned did not think that sex
bias exists in curriculum materials, nor have they looked for it.
Although I suspect that figure might be different in a pool taken
today I it does indicate that great need to inform edv^cators as well as the
public about sex discrimination. The effectiveness of new materials
will be determined chiefly by the attitudes of the people using them.
In conclusion, discriminatory materials have no place in public edu-
cation. A public school is an important agency of socialization. The
knowledge of children gain there about role models and expectations
is the main supplement to attitudes learned at home.
The portrayal of socially desirable goals and the demonstration of
limits set by the social order which appear in textbooks influence chil-
dren's ideas and expectations regarding how girls and boys, women
and men, do and should participate in American life.
Because textbooks are a major tool of public school education^ used
by children daily throughout their school years, educators fail to serve
students* growth and development when materials present a narrow
and restricted portrayal of cnildhood and do not show a larger por-
tion of the accepted and acceptable adult roles open to both women
and men.
Textbooks which are approximately 80 percent male oriented dis-
criminate against females, who comprise at least 50 percent pf the
pltblic school population, and deny females an equal education.
Current books present roles which society intended for women to
occupy before sex discrimination became ille^l. Using materials that
discriminate against women and girls is ethically insupportable and
denies the principle of equal opportunity. We can no longer tolerate
discrimination a^inst any group.
The Women^s educational Equity Act is an important and desper-
ately needed tool in our construction of a public education system
which offers equal opportunity and expectations for all.
Thank you very much.
Mr, Hawkins, Thank you, Ms. Dietrich.
Do I understand that there has been a commitment made to this com-
mittee by Houghton-Mifflin Publishing Co, that they will make cer-
' tain changes in the textbooks?
Ms. Dietrich. They say that they are working on revisions right
now for their next edition*
Mr. Hawkins. Are you involved with them in suggesting what revi*
sions should be made?
Ms. DiKTRrcH. We have talked to two of the authors of the series
about the kind of thin^ that we are interested in. That is the extent
of our commitment at this time, or our participation.
Mr» Hawkins. Do you know whether or not these revisions, or these
revised textbooks^ will apply only to Kalamazoo, Mich., or whether br
not they will be broader in their application t
Ms. DrBTTRiCK. The books that they are revising now will be offered
for use in 1976, and they would be offered widely* yes. I should correct
one thlnfir I said. We participate hlso in their consideration of revisions
by sendiner them the revisions that we have made in the teachers'
manuals. They are getting copies of that, so they know the kinds of
changed we are making in our own district
er|c
471
Mr. Hawkins. ]>o I also understand that you have been in touch
with the Department of Health, Education, and Welfare with respect
to these textbooks?
Ms. Dietrich. They have written to us to say that they could not
decide our case \mtil the guidelines came o\it, but we don't know what
the eruidelinesare yet.
Mr. Hawkins, when do you expect the guidelines to be issued?
Ms. DiRTRiCH. We undei'Stood that it would bo late summer; they
should be out now, but we have not seen a copy. Everything else is juw
speculation as to whether textbooks would be included or not.
Mr. Hawkiks. You make the statement in quotes: "That threat may
vanish with the passage of the guidelines to title 9 which exclude
textbooks.*' Are you anticipating that textbooks will not be included
under the guidelinest
Ma. Dietrich. W® hope that textbooks will be included, but we dont
know that they will be. Textbooks are not specifically mentioned in
title 0. .
Mr. Hawktxs. I assume that this is the present status of the com-
fjlaint^ that yon do expect some answer to the complaint after the guide-
ines are issued?
Ms. DrErraiCH. Right, and if these guidelines exclude textbooks, then
that would be an ena to our case right there.
Mr. Hawkins. Do you expect to continue the action on some other
laws, and not only title 0? It would seem to me that action may lie
under some other statute.
Ms. DiCTRiCH. Yes; we are investigating other ways to do this. It
seemed that the title 9 action was the best at the time, the one that
could be the mo9t effective.
Mr. Hawkiks. Thank you very much.
Mrs, Mink?
Mrs. Mink. Thank you, Mr. Chairman.
It would seem to me that even if the guidelines do not provide for
the inclusion of textbooks that it is not really the end of it* I^awyers,
I suppose, could better advise you, but it would seem to me that there
would be other ways in which you could proceed with your litigation
regarding discriminatory materials presented in textbooks,
I would hope that you would not terminate your case simply upon
the promulgation of regulations, which in my view could be conte^ed,
and certainly will be, I am sure, by women's organizations and other
interested parties. There will be much activity in that score,
Ms. DiCTRicir. May I respond to that ?
What I meant to say was that if they are excluded, that will take
care of this avenue, perhaps. Although we would want to discuss the
guidelines, and make the case that textbooks should be included, this
would not oe the end oftJur work on textbooks, or on our efforts to have
this kind of textbook eliminated from the curriculum. We would con-
tinue with that.
Mrs, Mink. In your first effort in textbook revision, you indicated
that the three of you walked over to the gym with great anticipation
that the work that you had done on this matter, would have resulted
in the publishers coming forth with a new series, which you would
find quite acceptable. Vou were quite disturbed when it turned out
to be more of the same.
ERLC
472
On that basis, on the basis of past experience, how can you now
say that you feel rather confident that the new series in 1976 will be
anything more than just what they did before? What has caused you
to now evaluate the situation to be different than the expectations
that vou were led to believe the first time that you walked over to the
gymf This is really the question that I am asking.
Ms, Dietrich. First, we don't know that they will be that different.
We are told that they will be.
Mrs, MiNK« Is that vAikt you were told before? Is that why you had
the expectation^ or did you just assume that because of your work
there would be greater sensitivitv on the part of the publishers?
Ms. DnDTRiOH. We did not think that our work would actually
affect those teittbooks, since the ones we were looking at last spring
would have been in preparation for a much longer period of time,
but we thought that
Ms, Elun. You could not put out a textbook like that in this day
and age» and we were wrong.
M^ DiOTfucH. We thought that what people were thinking in the
la^ few years would have resulted in textbooks, and we were wrong.
We don^t have any assurance that in 1076 they will be better* or
different. We don't have that confidence, but we have been told that
Mrs. Mink. Distinguished from your earlier experience where vou
were not told that, but where you had an expeictation that out of an
awareness, out of a greater fi^n^jtivity on this issue, that the publishers
would voluntarily come forth with a better textbook? Is that
the distinction?
Ms. EixiN. CJould I speak to that ?
Textbook writers, and publishers have made a great effort with re-
gard to ethnicity. Many black and oriental children are in the books,
in the stories in which they play major roles. They have made an
effort to make their books more urban than they used to be. They
used to be all suburban.
They are trying to make their books reflect today^s reality, and
at the very least l expected that they would make the books reflect
today*8 reality by having working mothers, because so many of our,
children do have working mothers. That tney would have reflected
today's reality by having single parent families, because there ar^ so
many single parents today.
These tninga did not happen, these simple reflections of what life
is like. This was about as much as I expected, and that expectation
was disappointed.
Mrs. MiKKi Thank you very much.
I have one other question. In your task force activities, what was
the reaction among teachers, because surely you must have dealt with
teachers in your ongoing survey and your work? Was there a high de-
gree of receptivity among the teachers, an awareness of what you were
doing and why it was important? What kind of reaction diA you re-
port to the committee from the actual classroom level ?
Ms. Jacobs. I think that teachers have been pretty much a refllection
of the cross section of our society, pretty much the kind of reac-
tion—however, I must 'say that we need inservice training des-
perately. Teachers say that we need inservice training.
The reaction of the teachers, I think, was at first that they did not
bolieve it. But it is very difficult to go through a textbook in the way
ERIC
473
that our scliool systetn has asked tlie teachers to go through their
teachers* guides, and witli their little red pencil keep marking out
half of the male dominated kind of things, and changing '^Mother
<H^ging up ti^ees," instead of "father." Occasionally letting mother
drive a car.
1 think that the process of doing that has really made teachers
aware that at least what we are saying is true. Now what they are
goin^ to do with it, I think will take an inspired teacher and consid-
erable direction, and a good deal of assistance in terms of training pro-
grams, materials, and the development of the kinds of things that your
bill speaks to.
Mrs. Mink. Was the revision of the teachers' manual that you did
of these textbooks which was endorsed by the school board, required
to be followed by the teachers ?
Ms. Jacobs. Ye^. As a matter of fact, the superintendent of schools
did issue a policy statement that finally said that the school district
will not tolerate discrimination on the basis of sex. That is a big step.
Mrs. Mink. I am very much fascinated by your first statement^
which said: "The reaction that we saw among teachers was no dif-
feveixt than the cix>ss section of the country." I cannot quite under-
stand, or put all that together.
You say that the cross section of the country is not really aware
of this problem, not sensitized to it^ nud had not gone through the text-
books to become aware of stereotyping. They say, "a chU<v s textbook
is a child^s textbook," and accept it as such and have not really gone
to the trouble of analyzing it. That I believe is a cross section of the
country.
You are telling us that you found the teachers also were the same,
yet after your survey you assumed that the publishers would be some-
thing different than the cross section of the country, that they had
become somehow sensitized to a write a different kina of a textbook,
and that this was the basis for your expectations when the new series
was released^ and you were disappointed. I cannot put all of that to-
gether.
If in your work you found that even the people who are supposed
to have the greatest sensitivity to what they are dealing with every
day, fail to demonstrate his, how can you expect the publishers to he
any different?
Ms. Jacob. I suspect one thing— I just have one thing to add to that.
I think that one thing that Allene did not mention in answering that
question was the fact that publishers indicated that they had become
sensitized to this issue, while aj)parently they had not.
Some of the data they used to indicate their sensitivity was certainly
skewed. Data, what they were interpreting to be a female oriented,
strong female character— this is just an example that I am using off
the top of my head— might be Mike Mulligan and Steam Shovel, it just
happens that the Steam Shovel is a female. That is judged to be a
strong female oriented story. We would not, of course, agree with that,
though it is A neat storv altogether, but we just would not say that
this isa strong female oriented story.
I think that there was this di fference too.
Mrs, Mink. I have followed this line of question because I think it
is very important. I am glad you brought out the fact that there were
ERLC
474
indications mnib to you by the publishei's that they %vere aware
of the issues^ and that they were going to make these changes and
adaptations m their textbooks, because that is certainly my impres-
s on too. Therefor I am terribly alarmed that the ilKW olSce says
this is to be entirely a voluntary matter.
Can we look to the publishei's and the great awareness of what is
going on in our country, socaUed, and expect them to come up witli text-
booi^ that ate going to meet this issue, I take great exception to tl^at.
Ifeel pretty much as you do, that this is extremely critical work that
you are doini?. I am immonsoly proud of the initiative that your school
board and all of you have taken in this area. I think that the whole
country is indebted to you for the work that you are doing.
I would like to take this opportunity to commend you and to en-
courage you to carry on, because it is very> very vital to the comple-
tion of all the work that we are seeking to do on a national basis.
^ Mr. Hawkins. Ms. Dietrich, one final question. Is there any State
involvement in the textbook selection or is thei^ any State law^ which
al^ may relate to discrimination based on sex in the textbooks?
Ms. Dietrich. There is a proposed bill which deals with sex dis-
crimination as a criterion in choosing textbooks, but that bill has not
been passed,
Ms. Jacob. It is essentially to add sex in dealing with curriculum
materials, which has already been looked at on the basis of ethnic
groups.
Mr. Hawkins. At the present in Michigan there is no specific law
against discrimination— sex discrimination in textbooks?
Ms. DlBTRICK. Kight.
.Hawkins. Thank you very much. I wish to join with Mrs.
Mink in the commendations to your eflforts. We are deeply indebted
to yon and certainly appreciate the testimony before the committee
this morning.
Ms. DiKTRicH. Thank you for inviting us.
Mr. Hawkins. The next witness is Ms. Anne Ladky, Scott, Foresman
& Co., publishers, Glenview, III Ms. Ladky, will you take a seat at
the table in front of us? We do have a prepared statement from you,
which will be entered into the record in its entirety at this point, and
you may proceed to either^read from it» or glean statements from it,
handle it as you so desire.
[Ms. Anne Ladky's prepared statement follows :]
Statement op Ms. Anne Ladky, Scott, Fobesman and Company, Publishers,
Olenvtew, rLtt^rots
Scott, Foredman and Company, located In OlenvlcfW, lUlnols, is one of the
country's largest publishers of textbooks and ^ther educational materials. We
produce materials in nearly every subject area for elementary, high school, and
college markets. Over the years, some of Scott, Fore«man's best-known programs
have been in the areas of reading, language arts, literature, health, and social
jfudies. I hare been with Scott, Foresman tor two and a half years; currently
I am an Assistant Editor In the High School Social Studies department
Scott^ Foresman and Company supports the goals of the Wonien*s Educational
Equity Act of intended to increase educational opportunities for girls and
women. As a publisher of educational materials, It Is our goal to ensure that
our products help children develop their potential and discover the loflnlte oppor-
tunlties avaUable to them.
An important part of our efforts to reach this goal is the ellraJnailon of sex-
stereotyping In all Scott, Foresman products, tn searching for ra&terial to ise
ERIC
476
In ont books, authors and editors have found that the activities and achieve^
meats of wotnen (\nd girls are often Ignored, that women and gtrls are often
demeaned, and that^women and girls are shown In stereotyj>ed roles with a
limited range of interests and talents. Today, existing MoHes which are free
from these Ilmitatlous and suitable for children are scarce. Thus, publishers
must bring extra effort and sensitivity to the creation of books that present a
positive view of women and girls.
For example, In producing tbe Scoti, Forcsman Reading 8y9tctn9, a new,
comprehensive program for kindergarten through grade 8, much time and eifort
was spent on creating selections that give an active, varied, and Interesting
picture of women and girls. Some of these selections, including 'The Tale of
Annie Christmas," "Nelly Bly»" ''The Firebug," '^The Olrl Jn the Lighthouse,"
and '^Tho Beast In the Tunnel,*Vshow girls and women in exciting or adventurous
situations; numerous other stories show them in everyday school situations,
sodal situations, and a wide variety of ordinary activities.
In the recen^ revision of United Staten HUtory, an American history survey
for high school students, the elimination of sexism and the inclusion of women
was a major <>onslderatlon. Extensive changes were made in copy and lllustra-
tions. Attached is a H&t of s;ome of the materia) about women added to Just the
first 100 pagee of this new edition.
In tHe recent revision of another Scott, Forewnan reading program Open Hiffh-
tcays, new materials were created and numerous changes were made in old
material tn order to achieve overaU balance. For example, in a story called "A
Horse In Box Canyon,^' \i\ the new edition the helicopter owner who saves the
day is a middle-aged wosnan; In *'A Mystery at the Old Shack/* the three tnaln
characters are now giri*, although the etory Itself was not changed ? In a new
story called "Someday, Sara," a girl dreams of being a pilots an astronaut, and
a house builder. Her mother shows her how to iise a hammer and a saw 80 that,
she can build a house. (Pages from these stories are attached.) In math, spelling,
dictionaries, science^ and other areas, girls and women ana also being included
throughout the text and Illustrations.
In the last several years, many editors had been working individually to con-
vey a more positive image of women In educational materials. When Women at
Scott, Foresman was formed In 1^72, many of these editors pooled their ideas
and methods. They analysed current publications and developed a slide pre^nta^
tlon to show others bow the Image of girls and women could be Improved. Ft'
nally, the group, with the encouragement of management, developed a pamphlet
called QuideUne$ for ImProvinp the Image of Women in Textbooks, which was
adopted as compiny policy. (A copy is attached.) The Ouidelinea have been
distributed widely outside the company and are receiving national publicity^
The kinds of changes being made in Scott, Foresman products require alert-
ness at every step in the process of creating or revising a book. Authors and
editors must count the proportion of women in stories and illustrations in order
to ensure balance ; they must examine their assumptions about women \ and they
must use creativity and imagination in order to avoid narrow stereotypes. In
return, they get a more lively and Interesting product that gives all children
dignity and respect and enables them to discover and develop their talents.
Scott Foresman supports the goals of the Women's Educational Bqulty Act,
whether or not ft ultimately passes. We will continue in our commitment to
convey a positive image of women in all our publications.
On behalf of Scott, Foresman and Company, I would like to tliank Chairman
Hawkins and the other members of the Subcommittee for giving me the oppor-
tunity to testify.
Hespeotfully submitted.
AWNE Laoky.
478
UNitKD Stated IIxstory: Scaroh roR Fbexdom
SOOrr, rOKESWAN and OOUPAKYi U78
IS refewnc<» to women crosslnif tho Bering Strait In prehistoric times; lack of
wotnen among Spanish colonists nnd their presence [n English colonies
18 referenda to wpll-organtzed nations with strong kings or queena
20 mention of Quofn Isabella's Iwicking of Columbus
21 discussion of Indian women*H i)olltlcal power and clan leadership
26 description of women's work on colonial farms; inclusion of women in the
term "fnrmer**
29 detailed discussion of the status of women in colonies
30 description of the work of slave women
32 description of the differences between the education of boys and girls In
thecolont<»s
46 mention of women forming antl*toa leagues and the Daughters of Liberty
M mention of women acting ns soldiers and spies during the Revolutionary
War and discussion of their role In supplying the army with food, clothing,
and funds
66 mention of the fact that women were not Included in the ideals of democracy
promoted by the American nnd Prcncb revolutions
68 mention of women voting in Kew Jersey after the Revolution
73 Inclusion of females slaves In deflnlHon of "manumission.**
74 teteremv to the differences hotwocn the education of boys and girls after the
Revolution
77 referenro to the lack of voting rights for women in the Northwest Territory
82 reference to tlie fact that only men attended the Constitutional Convention
86 reference to the fact that the amending process made possible voting rights
for women; use of the term ''voters" rather than "people" when referring to
the ostabllshmcnt of the American government (Traditional discussions of
the Constitution talk about the powers of the people, implying that all the
people could vote.)
08 upe of the terms "craft workers" instead of "craftsmen" and "frontier
settlers" Instecid of frontiersmen"
ERIC
477
Guidelines for
Improving
the
Image
of
Women
■
in
Textbooks
Scott, Foresman and Company
o
ERIC
478
QUIOEIINES FOR
IMPftOVlNQ THE IMAOE OF WOMEN IN TEXTBOOKS
Scott, Foresman and Company
Sexism refers to atl those attitudes and actions which relegate women to a second-
ary and interior status in society. Textbooks are sexist if they omit the actions and
achfevements of women, if they demean women by using patronizing language, or
if ihey show women onty in stereotyped roTes with less than the fuM range of human
interests, traits, and capabilities.
Textbooks should treat women as the equats of men. Although In the past women
were regarded as inferior, they were not and are not inferior people. The sexist at-
titudes of the past should not be reflected in current pubtications.
1
479
GENERAL QUIDEtlNES FOR TEXT AND ILLUSTRATIONS
The actions and achievamentt
of women should be recognlied.
The contributions of women to politics, the sciences, the arts, and other fields o?:en
thought of as being provinces of the male only shotild be Presented and explored.
The works of female authors are too often omitted from anthologies. When compiling
or revising such texts, editors should acttVeiy search for material writterjby women.
Females should be included as often as mates in math problems, spelling and vocabulary
sentences, discussion questions, test items, and other exercises. Very often the overall
tone of a book is sexist because males are more frequently mentioned In exercises or
because the exercises present only stereotypes.
Although many factors determine the contents of textbooks-authors, permissions,
space, time, money, the market, etc-these limitations should not be used to excuse
bias, prejudice* or insensitivity.
Women and girU should be given
the same respect as men and boys.
Writers, editors, designers, and illustrators should make sure that both male and female
readers feel that a publication is directed to them.
While Individual girls and women may be portrayed as comical, stupid, fearful, or
followers of male initiative, such material should be scrutinized carefully in the context
of the book as a whole to ensure that contempt for women as a group is not inadvert-
ently being fostered. For example, writers should take care that a joke about a woman
2
ERLC
480
who Is a bad driver, a shrewish rrK>ther-in' law, financially inept, etc. does not present
these qualities as typical of women as a group. Girls and wortien should not be shown
as more fearful of danger^ mice, snakes, and Insects than boys and men are In similar
situations.
Women and g(r(s should not be shown as unworthy people when they do not conform
to mafe standards. Mates should not be viewed as having a monopoly on ability to judge
What is interesting or v^orthwhile.
Although women are a majority of the American population, In many ways their history
has been that of a minority group. Because of past discrimination, the same care must be
taken In portraying wom^n as In portraying blacks, Pomo Ricans, Chlcanos, American
Indians, and other minorities.
Abllftlei, traits, interests, and
activltiei should not be assigned on the
basis of male or female stereotypes.
One reason often cited for the overwhelming percentage of selections by or about mates
in literature and language arts texts is that boys will read o iy stories about boys, whereas
girls will read anything, if females were not depicted as passive, lackluster, sweet but
senseless drudges, both boys and girls would find them more interesting. Few boys have
rejected Afice in Wonderland or The Wizard of Oi because the main characters are girls.
Females as well as mates possess courage, physical strength, mechanical skills, and the
ability to think logically. ftAales as well as ferrules can be fearful, v^ak, mechanically
inept, and Illogical. Females can be rude, intractable, active, or messy. Males can be
polite, cooperative, inactive, or neat. Because such characteristics are shared by rrutes
and females in reality, textbooks that classify them as "masculine" or "feminine" are
misrepresenting reality.
Both men and women should be shown cooking, cleaning, making household repairs,
doing laundry, washing the car, and taking care of children. Both men and wome>i
3
481
shoutd be shown making decision^; participating in $ports: writing poetry; working in
fdctoriw, stores, and offices; p)»ylr>g muslcai instruments; practicing medicine and law;
serving on boards of directors; and making scientific discoveries.
Chitdfen often conform to the standards of their peers because they fear ridicule.
If only boys are encouraged to be active and competitive, girls with these Inclinations
may learn to stifle them. If onty girls are encouraged to express openly such emotions
as fear, sorrow, and affection, boys may feel reluctant to e: >ress these emotions.
Both men and women have much to gain from the elimination of stereotypes. Text-
books which avofd male add female stereotyping wlU more accurately represent reality,
encourage tolerance for individual differences, and allow more freedom for children
to discover and express their needs, interests, and abilities.
ERLC
482
RECOMMENDATIONS FOR AVOIDING SEXIST LANGUAGE
The omission of women
Terms and titles which use "man" to represent humanii/ have the effect of excluding
women from partlcipatfon in various human activities, it Is usually easy to find some
other way of expressing the Idea.
CXAMPLESOF SEXIST LANGUAGE:
edrly man; Neanderthal man; WVien
man Invented the wheel . . . ; History
of the Bfxk Man in Amenca: Man and
His World
POSSIBLE ALTERNATIVES
early humans, early men and worrten;
Neanderthals. Neanderthal men and
women; When people invented the
wheel . . . ; History of Black People
inAmericd/ World History
Occupational terms often ignore the existence of women worl^ers. Use terms thai reflect
the actual composition of a group.
EXAMPLtSOF SfXiST LANGUAGE;
businessmen; congressmen; mailmen;
repairmen; etc. when women are part
of these 9'^oups
POSSIBLE ALTERNATIVES:
businessmen and women, business people;
members of Congress, congressmen and
women; mail carriers; someone to repair
the . . ,
Males are often chosen to represent "typical" examples, thereby excluding women from
the reader's thoughts. There are many ways to Include women in such examples.
EXAMPLES OF SEXiST LANGUAGE
the common man, the man on the street;
the man who pays a property tax; the
typical American ... he; the motorist
. ..he
POSSIBLE ALTERNATIVES*
ordinary people; the person who pays a
property tax, one who pays a property tax;
typical Americans; motorists . . . they,
the motorist ... he or she
483
Wherever possible avoid the use of "he-him" referents, Substitute "he or she/' "her or
him," or a synonym (or the noun. It is often preferable to use a plural sentence,
followed by the pronoun "they."
TKe demeaning of women
Avoid constructions implying that'women,
dependent on male initiative.
EXAMPLES OF SEXIST LANGUAGE;
The arKient EgvPi^^ns allowed women
cooiiderable control over property.
A siave could not daim his wife or chil-
dren as hti own because the Uws did not
recognUe Have nnarriages.
the farnner and hit wife; a homeowner
and hii famity
because they are women, are always
POSSIBLE ALTERNATIVES:
Women \r\ ancient Egypt had considerable
control Over property.
Slave men and w^men tried to maintain
famity relationships, bot the laws did not
recognize slave marriages.
a farm couple; homeowners and their
children
Writers often Judge women's achievements by standards different from those by which
they Judge men's. This Is necessary In some professional sports where the same standards
do not apply. However, In other areas one's sex does not affect one's competence. There-
fore, writers should avoid constructions that place women in a special class. Words like
"girl," "young woman/' "woman," "lady," and "gal" often subtly denigrate women's
achievements. They should be used only when their counterparts "boy," "young man,"
"man," "gentleman," and "guy" would be appropriate in referring to a mate.
EXAMPLES OF SCXIST LANGUAGE:
Arthur Ashe Is one of the best tennis
players in America today, and Billie Jean
Kfng ^s one o( the best women players.
POSSIBLE ALTEf^NATIVES-
Arthur Ashe and Bitlie Jeao King are
among the best tennis players ^n America
today.
Arthur Ashe is one of tSie best irale tennis
players In America today, ar>d Billie Jean
King is one of the best female ptayen.
ERIC
484
M«fl« Curl« did what f«w p^oprt-maa ot
womtn-cbuld do.
Miry Wells Uwrence ii a highly lucwiful
woman advertising execvitiv*.
M*fi» Curl# did what fevv people cou/ddo.
Mary Wells Uwrerc« (s a highly successful
advertising executive.
In somo cases It Is n^jcess^ry to refer to a woman's sex. as In the sentence: "The works
of female authors are too often omitted from anthologies." However, If possible, the
Ii^r^lt^"^ * .^^^ "^'^ P^^"^"^' « wntence: 'The
doctor walked Into the room and put her bag on a cha^r next to the patient's bed "
^^el'ir.*'* or ''femafe executive" are only acceptable where it Is
Impossible or too cumbersome to Indicate the person's sex by the use of pronouns.
A patronizing tone toward women mustiw avoided. References to a woman's appear-
^ ^^'^ appropriate to refer to a rnan's
appearance and family In the same context.
tXAMPUSOF SCXIST LAlVOUAGt:
lady professor; girl pilot; the ladies
lunless "gentlemen" is also used) , the fair
sex, the weaker sex; the little woman;
men (and women)
Catiko was the astronomer who discovered
the moons of Jupiier. Marie Curie was the
beautiful chemist v^o discovered radium.
The candidates were Bryan K. Witson,
president of American Etecironics, Inc.
and Florence Greenwood, a pert, blonde
grandmother of five.
POSSmU ALTERNATWtS:
the professor ... she, woman professor;
the pilot . . . she. female pilot; women;
the woman; men and women
Galileo was the astronomer who discovered
the moons of Jupiter. Marie Curie was the
chemist who discovered radium.
GalJteo was the handsome astronomer who
discovered the moons of Jupiter. Marie
Curie was the beautiful chemist who dis-
covered radium.
Tha candidates were Bryan K. Wilson,
president of American Bectronlcs, Inc.
and Florence Greenwood, credit manager
for Bloominghill'i department store.
The candidates were Bryan K. Wifson, a
handsome, silver-haired father of three
and Florence Greenwood, a perr. blonde
grandmother of five.
7
ERIC
485
Sex-role ttereotyplno
Editors and authors should be cautiOtii when they assign certain activities or rotes
to people purely on the basis of sex. Many such assumptions misrepresent reality and
Ignore the actual contributions of both sexes to the activity or role.
SXAWtrSOF SEXIST LANGUAGE:
In N«w England, the typical farm was so
sm^ll that the owner and his sons could
take care of it by themselves.
Children had onct learned about life by
tistenir>g to aunts, ur>c1es, grandparents,
and the wise men of their town or
n«i^borhood.
Personal symbols are small, personal
objects or :x>ssessions that have particular
associations for their owner. To a woman,
for example, a pressed flower mi^t recall
a danca she attended many years a^o. A
boy might keep a crKked baseball bat
because it reminds hin> of the time he hit
the wlnn^r>fl home run.
Write a paragraph aboot what you expect
to do when you are old enough to have
Mr. or Mrs. before your name.
POSSIBLE ALTERNATIVES:
In New England, the typical farm was so
small that the family members could take
care of it by themselves.
Children had once learned about life by
listening to aunts, u^cfes, graodparemi,
and the wise people of their town or
neighborhood.
Personal symbols are small, personal
obiects or possesSkor\s that have particular
associations for their owner. To a parent,
for example, an old toy truck might serve
as a remifxier of a boy who has grown up.
A g^tl might keep a broken tennis racket
because it reminds her of a hard won
championship,
Write a paragraph about what you would
like to do when you grow up.
ISampIt ip«Ming ntrclie*}
Al listened paf/e/)f/K to the ladies chatter.
The ex stenogr^fiher got a job as a
stewardess with an airline.
Al listened /wr/ertf// while the women
talked.
The 9X'Stenograpfief got a degree in
accounting.
8
486
C^f^ must be taken to avoid HxHi esiumptlon* and stereotypes In teacheh' manuals
and other teacher 8(ds.
eXAMf Lf S Of SIXJST tANGUAG6.>
Himmen and «)iwri m good eyehmd
coofd;r>«tort. Miuino th« nail inisteadof
the thumb U • triumph fof tb< boyi.
Cutting Out pap«r dol^i and their gar*
nn^nti li good for tha girli.
TM boyi tika Action itorfaf, and both
b6>t and gif 1$ )ika animation and comedy.
Oifis will read itoriH that boyi like, but
ihe t)oyi w^iU not enjoy "g5rn$h" itoffe*.
POSSteU ALT£«NAt*V6S:
Hammer^ and wl$$ort are good ey^-hand
coordinator!. For a child, hht^ng the nail
Initead of the thumb or cutting out a
recognisable ihape it a trtun>ph.
Moit chiidrart like action, animation, and
comedy In noriei, Soma children, how-
ever, ^^ili enjoy lighter or more lentin^ental
typci of reading materiats.
If, a.ter careful consideration, an editor finds it desirable to use selections that contain
sexM altitudes, these altitudes should be discussed In accompanying descriptive material
or c iscussfon questions. OiherwJw the text will convey to the reader the Impression
thai sexfsm is socially acceptable, rather than a form of prejudice or a lack of sensitivity
487
STATEMENT OF MS. AKNE SCOTT, FORESMAK & C0.|
FUBLI8HERS, OLENVIEW, ILL.
Sfe. liADKY. Scott> Porosmatt and Co.> located in Glenview, III., 1$
one of tliP country's largest publishers of textbooks and other educa-
tional materials. Wo produce materials in nearly every subject area
for elementary, hiffh school, and colleKe markets.
Some of our best known projOframs over the years have been in read-
ing, language arts, litomtui'e, health, social studies, and dictionariea.
I have been with Scott^ Foreman for 2% years, currently I am an
assistant editor in the high school social studies department.
Scott, Foreman and Co. supports the goals of the Women EducA*
tional Equity Act of 1973, which is intended to increase educational
opportunities for girls and women. As a publisher of educational ma*
terialSj it is our goal to insure that our products help children develop
their potential and discover the infinite opportunities available to
them.
An important part of our efforts to reach this goal is the elimination
of se.K-stereotyping in all Scott, Foresmari pi'Oducts. In searching for
material to use in our books, authoi^ and editoi*s have found that the
activities and achievements of women and girls are often ignored,
that women and girls are often demeaned, and that women and girls
are shown in stereotyj)ed rotes with a limited range of interests and
talents.
Today existiner stories v;hich are free from these limitations and
suitable for children are scarce- So, publishei^ must bring extra effort,
and sensitivity to the creation of books that present a positive view of
women and girls.
For example, in producing the Scott, Foresman reading systems, a
new comprehensive program for kindergarten through grade 8, much
time and effort was spent on creating selections, including The Tale
of Annie Christmas.*' w^hich is a folk tale about a woman who is a
rivei4>oat captain, "Nelly Bly," the first >voman reporter, "Firebug,**
which is a mystery story that a girl solved, "The Girl in the Ijignt-
house,'' about a fdn wKo singlehandedly staffed the lighthouS(^ through*
a month of terrible storms, and the "Beat in the IHinnel," which is .
another exciting story, show girls and women in exciting and adven-
turous situations. Numemus other stories show them in everyday
school situations, social situations, and a wide variety of ordinary
activities.
In the recent revision of "United States Historjs" an, American his-
tory survey for high school students, the elimination of sexism and
the inclusion of women was a major consideration. Extensive changes
were made in copy and illustrations. Attached is a list of some of the
material about women added to the first 100 pages of this new edition
which is a YOO-page book.
If you will turn to what is page 3, that is wJiere it begins. That list
is just from the first 100 pages^ and I think it indicates that there is
much to do in terms of reevaluating materials and not just inserting
names of famous women.
A recent revision of another Scott, Foresman reading program, open
highways, new materials were created and numerous changes were
made in old material in order to achieve overall balance.
O
ERIC
3*"^*^ of the books in opw hitfh.
ftftdvou are shown the helicoptir owner who saVes the dav is 4 middle.
sw &e^Sian ^ ^ "^^^ ^ you can
rt&^S ili^^iP^^iJ^f^H " charjctera ate now ffirWal.
though the atoiy he itself is not chanced. The old edlUoh follows
There is a new story 4lied "Someday, Sara," a irirl who dfeams of
ht^ *fi^°'l''" astronaut, and a housefcllder Hef moC sK h2r
howTo use a hammer and a ww, so that she can build the hou^ ThSre
are just a couple of pages from "Someday, Sara." Xrovou ske that
she color« plcfures iiv tKe "Someday Boo^' which 1 thKwIhfe m
CJL^r.tf/r"?^ ''''y ^^".^y chiy, Jd £ is St to buiid^
tenSf ?hV^^!^"^ P'*^' '""^ is a birdhouse to give you the c6n ■
^;>®">^ 4'*^*io"«"^®3» ficSlence, and other areas, cirls and
SS u rf ^"."^'".^^ throughout the text aSSKS
0"ly»n content area but also in eveiy kind of eSmple
^tI JSli"*^^®?^' dictionaries, spelling sentences, ah-d so forth. '
noiil i. J*'* ^^^^^ y®*"*. 'P^"/ «^itor8 have been working individ-
iiti!: J-* '^o?»en at .Scott, Foresman was formed in 19Y2. manv of
th^ editors pooled their ideas and methods. iw^^.many ot
ul tl^^ y^^ ^HT'*."* publications and developed a slide pres^nta-
PMv tff women^^uld be i£^?3.
f^amJiiW ffl' «n «"«»>'^g«ment of managemeht, developed
i«^Tl^?£ift. for Improving thelmage of Women
m.Textbooks" which was adopted as a company policv. That is th^
^Kll^-ln-Py-^*!? have been di?tXH w dely oSs
the company, and are receiving national publicity. ' '
— fmKinasj)t .<5hanges being made in Scott, jToresman nroducta t^i.
amrealertnessa every stepilftheprocessofS^tin^^^
andtestlSi'S&a^^^^
ana illustrations in order to insure balance. Thev must examine their
tion m order to avoid narrow stereotypes. " ' " ^ " "
..11 *il^y "3**re lively and interesting product that Mves
teto^te'lr&l: and enables th!iS to disS^t^
pSbliSSS"'"* ^ '^""'^ * P<«itivelSg1^
m^^SJh^^^ffeSv "tf like to thank Chair-^
S;th?o^t;r4Vto^\fJ.'"''"^'' subcommittee for giMng
Mr. Hawiuns. thank you, Als. Lftdky.
May I ask you first, why do you think that there has been so little
ffil^rf^ * ^ ^4 ^ ^l"^ mdifferencef dSc to t&S,^l*6f
researcli ? Just what has been the main objection against makiigtS
489
chwfiges lyhlch not only had a desirable effect on the society* but also
were legally required t ^>
Kfo, Xadky. From my owi experience at Scott, Foresman, I would
say th^t basicajjy we, the editors, are not now encountering any resist-
ance whatever to making these kinds of changes. I am reafly happy to
be able to report that, because it was something that had t/* be started.
As I said) it waa started by many individual editors, most of them
women, who were in their own products were making quite remarkable
changes. However, that meant that some of the products were chang-
ingfaster than others. 9
when we got together, the women at Scott, Foresman, we bad
management toarticibation in the group, and that made things speed
along quite a bit faster, Now thes^ guidelines are company policy.
I think that perhaps some of the history as to why some of these
changes were not made is a combination of a lot of factors, mostly in-
dividual sensitivity, lack of understanding that thi^ was major. 1
don t think that at any time any knowledgeable discrimination— I
think that it was a lack of tmderstariding of what the problem was,
Mr* Hawkins. Tou mentioned the Women at Scottv Foresman.
Do I understand that yon had company support and involvement t
Ms, Ladky. Yes/we do.
Mr. Hawki!^s» There was no hostility toward the formation, you
wer6 actually encouraged by the company i
Ms. liADKT^ Yes* Of course, in forming such a group, one really
never Imows. However, as we began to contact people around the com-
pany about forming such a group, we dealt with a wide range of con-
cerns, the question of sexism in textbooks was one of the most heavily
participate in committers of the group.
Wo did not encounter any resistance. We had two vice-presidents of
the company in that particular----
V Mr. Hawkins. liCt me ask you this. As a representative of a publish-
mg company, was there any particular problem involved in chan^ng
te^tbpofi^ wWcK are already ih use^ which ar6 not subject to imm^ate
revision; does this ofifer any practical problem with respect to making
th^ch^gett ^
18. Ladky. I would say so. Some books, of course, have an exceed-
ingly long shelflife in any school, and one of them, of course, is dic-
tionaries, Scott, Foreman publishes theThomdike-Barnhardt diction-
aries, and they are very widely used.
Mr. HAWKiNi Is there sexism
Ms. tiADKr* Both in sentence*exa,mples and definitions. As you know,
for an elementary school child, illuetrative examples are one of the
most important part of the dictionary. All kinds of stereotypes can be
conveyed in those.
Interestingly, that department was one of the departments which
was most active in eliminating sexism, and they have done quite a re-
markable job. Those editions are now in the schools, but it will be some
tune before they are replaced.
That does present a problem, however, books are frequently revised.
If they are good books, then the company does revise them. The changes
that I made Xerox copies of are very widely used primary pi ograms,
and this revision was done— was planned with a certain budget. Sexism
m textbooks was a major part in figuring that budget as to what
RIC
490
amount ol copy, what amount of art would have to be chanced. The
«nwige8 were very, very extensive. *
ff^nlIV%!i^'^^^**^.u textbooks changed? Is there any par-
iS- T^i*^ y*"^" ^ reasonably expected to continue?
p^^H^^"^' \ AUhougli at the present time, once a
SS^^fkf revisions start almost immediately. Depending on the
natuSi P"^^"*' be 8 years, 4 year^ som^hing of that
«#*SrA reasonably expect mision within a period
xr^r If^^*^ ^yJ^® tliat te a reasonable assumption ?
Ms. I^DKv. I would say 3 to 5 on many products.
Mr. Hawkins. How long on the dictionary ?
h^\#tu*'lu is quite often on the outside, toward the 6 yeare on a
l«ok of that siae, I gtiess the best way to describe a revision is to say
thJ It depends on what the book has done, wh^
the cost mvolved Is, and other crucial factors 1 ke eliminating al\ soiia
of discnminationa, and bringing books up to date. ^
fA answering these questions with respect
cXm^t «il i^'u °V '^^^ J'^H "lat perhaps other publish^g
oompanies would be pre ty largely in the same position as your parties
difficSt?^*"^ """"^ for somebody else, 5r le^
.Ms. Ladky. I tMnk that it would be both. I am sorry that I cannot
give a more specific answer on this. Other companies do produce as
wide a product line as we do, and others don't.
Mr. Hawkins. Are vou average?
Ms. I^tsY. I would say so. The fact that revisions depend on certain
factors, 3 to 6 years is probably standard to the industry.
Mr. Hawkins. Thank you very much.
Mrs. Mink?
Mrs. Mink. Thank you, Mr. Chairman.
In your statement you said that your company had put out a new
reading system for kindergarten through the eighth grade. When was
this issued?
^ Ms. Ladky. The reading systems began to be issued, the first levels of
the program were issued in 19T0-fi, and they have been issued subse-
quently all the way up to the present time. Levels for grade cieht are
still in progress.
This is an example of the higher levels that just came out.
Mrs. Mink. The reading system is made up of individual self-
contained stones, or is it one textbook?
Ms. Ladky. I have just described a major component to you. It is
made up basically of a pupil's book for each level, a study "book for
each level, a teacher's manual for each leviel, duplicating masters for
each level, and various kinds of manipulative equipment, and incred-
ible rang© of supplementary materials, which I will not go into, and
that is basically the makeup of the system.
Mrs. Mink. When you say that new creations were selected to give
you a more interesting picture of women and girls. What percentage of
your system was then revised to incorporate a greater sensitivity to
stereotyping roles for women?
Ms. LadKy. This is a new series ; it has not been revised. This has now
I'ust been put out, there are no revised editions available as yet. I don't
lave the exact percentages with me as to what proportions are stories
491
about girls and women. It is considerable^ I know. It is probably a
little over 60 percent having girls as main characters, women as m&in
characters, women included in illustrations besides men characters.
Some care has been taken, as far as illustrations are concerned. There
is a selection here^ which we would consider neutral about the sport of
1'udo. Therefore, illustrations, two of them are girls engaged in judo,
don^t really have the measurements, but it is quite considerable.
Mrs, Mink. What percentages of the school systems subscribe to
theseriesf
Ms, Ladkv, I don't have the answer to those questions.
Mrs. Mink. Would you bo able to provide theso two answers to the
committee!
Ms. Ladkt. Yes,
Mrs. Mink, Your new revision on the U.S. history, is this list which
you have provided of the flr^t 100 pages the totality of the changes
made in the first 100 i>age$ I
Ms- Ladkit, No, it is not. It is selected changes, it is not coinprehen-
• sive.-;.; ■ ^ " ;r . .
Mrs. Mink. Do you have a list of all the changes made in the first
lOOpages?
Ms. I4ADKY, I can certainly get one ifor the coniimittee.
Mrs. MiKK« Woyld you provide that for the committee i We would
also appreciate having a copy of tiiis new edition t
Ms.Xadky. I can give you this copy,
Mrs* Mink, And also a list of its use in the United States throughout
the Nation.
Ms. Ladky. It just c^wne out a week ago, I can give you a list of the
people who have already purchased it, which would not be consider-
able, but the previous edition is in wide use, so I assume that this will
also go into wide use.
Mrs. Mink, 1 note that you are ah assistant editor in the company,
how many editors are women in the company ?
Ms. Ladky. Eighty percent*
Mrs. Mink. Eighty-MweM of the S^^^
-Ms. Ladky* In the dementary aiid high school division. .
Mrs. MiN|[. In the assistant editor ca|^^^
Ms. LadkIt. i would saly about the same.
Mrs. Mink. Are there ^riy other efforts that are ongoing in the
company with regard to textbook re^vision in this area of concern )
^1S. Ladky. Any time any revision is started, this is an area of
concern. This is clear-cut policy that has been implemented in every
department.
Mrs, Mink. Are you moving into the math books, and science books,
and all these other areas in aaditlon to social studies and history i
Ms. Ladky. i would be glad to provide you with new editions of
brand new science books that have just come out, and great care was
taken there to indude women in the examples and lab photographs.
This was also done in our revision of our math program.
I could provide the committee with a variety of materials, if you
would like to see them. I would like the committee, in fact, to see them.
If I can leave the mat eriats that I have with me, I have marked some
particularly good selections in this book.
This pftrtlculftr book, it is simply a matter of going through it The
index cwi show yoii the trtmendous Increase in hot only the ccivi^iige
of sbecifically women mibjects, on the various women's rights mdve-
ments, and famous women, but also on the inclusion of women
throughout the book in all aspects of everyday life throughout the
American history, then illustrations and photographs.
Mrs. MmK» With 80 percent of the editorial activity in the coAi-
pany^ being in the hands of women, how do yon account fct the fact
that it took so long for this idea of textbooks being neutralln their
presentation of educational materiaU
Ms, Ladky. 1 would say that it was partly the fact that many of
us who were working on the books themselves took some time to cothe
to a realia^atlon of the discriinination against women and giris in our
own product.
I would say that this began for many p^
we ffot together there was a considerable number of women already
working on it> but able to make only changes in their own prbducti at
that time.
Now, since we have been working for over a year on the question
of products coming on the market, but it takes from 4 years to a ye$tr
to create a product to put out. For instance^ to give you an example,
the book that I am currently working on to put out, it is 160 pages,
Will take^a year. This book took 2 years. The reading systems took over
4 years. It does take some time to see those things come through the
market, which is unfortunate, of course. We would like the piquets
to be able to come out tomorrow completely revised and changed.
Mrs, MmK, What has been the general reception of your reading
systems among the professional teachers?
Ms, Ladky, I thmk that the reception has been quite go<jd. It wi^
a revolutionary product when it came out. It is not graded, there are
no grade levels in this program. It is simply levels, and the levels co
to 21 now* ^ ^
^ Since it was revolutionary, there was no immediate reaction to it
but It IS gaining in popularity everj^ year. We have received vejy gqoa
commentaries about the in the iiniap^ of wc^^^ girls^
in the books* and what we think is very gratifying response to the
"guidelines'Vby other publishers, for one thing, and by a lot of women
throughout the country, who are becoming very aware of this proj)Um,
and beginning to work with their local school systems on that. '
They have used our guidelines. '
Mrs. MiKK, Aside from this revolutionary series, as you have de-
scribed it, is the company doing anything in the standard textbook
area!
Ms, Lapky. Yes, This, for example, is a standard textbook,
Mrs, Mink* 1 mean in the kindergarten and elementary grades?
Ms, Ladky* "Open Highways'* is a very standard textbook,
Mrs, MiKK. What grade is that?
Ms, Ladky. It is for grades one through six,
Mrs. Mink. Would you provide me with the figures for its use in the
countnr, and what has been the reception f6r "Open liighwaya"?
Ms; Ladky. It has been very good.
Mrs. Mink. Is it a basic reading series with pupils' books, study
books, and manuals?
4d3
Ma Ijadkv. Yos.
Mrs. MiKK. Thank you very much, Mr. Chairman,
Mr, Hawkiks. Thank you very much, Sis. Ladky. Your contribution
was most welcome to the committee* I think that your voice adds a
great deal to the lioaring, and wo arc deeply grateful for your
contribution,
I hope that you will make arrangements for the staff to see materials
you have iFurnished to the committee.
Scott, FowcaiiAN AND CoMPANYi
OcioherimS.
HoQ. Atrouftttr^ F. Hav^xins,
(}haim(iH,BuhommiU^ on Equal OpporiuniUe$,
itou$e of lUpmeniciive^,
Oongrw of the Vniiei BiattSf
DsAa Ms, Hawkiks: Once again I would like to thank you and the other
members of the SubcommUtee oft Equal Opportunities for the chance to present
8<^tt, Foresman*8 position on the subject or Box^role stereotyping In educational
materials
At the heattug on September 13. Mre. Mink requested additional matertais and
Information. I have shipped the following books to your staff: two Studybooks
from the Sccti, Foretman Readinff Sj^iiem, More PoMotr and BolHn^f Alon^
irom the l^tsx^ Open Bighmy^f three booklets from People aM the City (a sert^
for low-acbievlng high schoolers), one volume of the PromUe of Ainerioa series.
I also Included a copy of the old edition of VnUed States tiMorp no that you can
, make comparisons with the new edition that I j»re to you at the hearing*
to finsweir Mrs, Mink's questions at the hearing ; Opeh Biohmys and Heaiihp
^yntem are currently being used by hundreds of thousands of chlldreit In the
United States. Figures on the percentage of elementary school children who
use these books are unavailable. Exact figures on the percentage of women and
girls in ih^ Heading By$tefn^ are also unavailable. In working on the books,
editors keep lists of the stories they Include and their main characters. In aU
new materials and revisions, they aim for at least a ftfty per cent representation
of women and giris. . •
I hope this information is sufficient. If the Subcommittee desires more materials
or Inforinatton, please direct your requests- to Mr, Landon Bisteen, Editorial
Vice-president
Sincerely, . ■
AKNSLAbXT.
Our next witness h Dr. Estelle Karney, School of Medicine, Greorgfe*^
towntTniversity.
t>t. Ramftv, we welcome you. We have a writteh statement from you,
which wiirbe entered into the record in it$ entirety at this point,
y<)ii tiiay proceed to deal with it as yoil desire.
[Dir. Ramey^s prepared statement follows:]
STATtyENT or Db. KSTBtie R, RA%fBT» OeoaotTOWN Uimisstnf School of
MCDICtKE, WABHmOT02Vi D.O,
DBAS Me, Hawkins : I wiah to thank yon and the other members of the Sub-
committee on Equal Opportunities for the chance to present some documentation
relating to the overi and covert denigration of women as a sex, as found in text*
booics and Joumats at the graduate ierel of education in medicine and the life
sciences*
You have beard abundant testimony which demonstrates the penrasive down-
grading of the female intellect and abilities which starts at the pre<«choot Und
grade school level in textbooks and supplementary "educational material. This
continues throughout the entire educailonat program up to and including the most
advanced career training period. I teach In a distinguished medicat and dental
school. Most of our students are men and the vast majority of the professional
staff Is also mate. Women have not applied to these professional schools In large
numbers and only under the stimulus of the women's rights movement In the last
three years has the number of applications from women increased signiAcantiyi
; 4W :
fiut it l8 rtiii OBly at>ctit 18% of the appllcAot pool for mMlclne and fat lower tot
^S?^^^^* yfj^.^f^B behlfid virtually every lnau$trlail«ed country in the trorid l«
thlmgard, Why are Amerlcaii women le^ ambitious than tUeIr British or French
Orfl^man <>ir Swlw or Swedish counteroatts? In part, the answer may lU In the
way m which this country consistently denigrates all women In hooks and magta-
tlnea and television.
As the President of the Association o^ Women In Science, 1 have been concerned
jrttb the atate of sclent as legards their attitudes towards all human
females. I m Including with this letter some copies of the text and photographs
as they have appeared In a recent medical anatomy textbook Intended to niven
up a duU subject for male medical students/VThls book has since been withdrawn
for extensive revision by the publishers as a result of a major eflfort by my
oria^satlon. The pictures used to Illustrate topographical anatomy were nothing
less than S» ayboy type ceuter-fold poses (only of women) which Illustrated not
professional anatomical features but merely the adolescent fantasies of the au-
thors. In fact, they were useless for teaching purposes. This very expensive text-
book Included a text which was even more ofrenslve. It Included such phrases as
the * curse of estrogens" which "urges a woman to en sua re a man," In the sec-
tion on posterior muscles i **lf you think that once you have been the backside of
one female, you have seen them all. then you haven't sat in a sidewalk cafe In
Italy where girl watching Is a cultivated art* Your authors, whose 2eal In this
regard never Hags, refer you to Figures 111-50 and 53 as proof that female backs
can keep an Interest In anatomy alive."
This same book. The Anatomical Basis of Medical Practice by Becker, Wilson
and Qehweller, advises wale medical neophytes i "The student will see the ordi-
nary specimen every day. Only on rare occasions will the attractive well turned
specimen appear before him for consultation," They regret, however, that they
cannot pander to boyish student sex Interests by releasing '*the addresses of the
young ladiea Vfho grace our pages. Our wives burned our Utile address books
at our last barbecue get-together." The book Is replete with similar witticisms.
Gynecology texts are often worse than this. For example : Wilson in 1971 writes:
The traits that compose the core of the female personality are feminine narcis-
sism, masochism and passivity. This Is, of course, straight out of Freud's writings.
Kdmund R. Novak et al in mo gives young male doctors the attitude to be used in
dealing with women patients. "The frequency of intercourse depends entirely upon
the umle sex drive The bride should be advised to allow Ler husband's sex
PilT,® t° set their pace and she should attempt to gear hers satisfactorily to his."
♦This Is designed to make all young women feel either guilty or abnormal. But br.
0. Russell Scott gives the young doctor the ultimate justification of anything
that he may chose to do with his women patients. He writes (1968) **lt like all
huma.n beings, he (the gynecologist) Is made in the Image of the Almighty, and
If he is kind, then his kindness and concern for his patient may provide her With
a glmpse of God's image.'^ In the clothing trade this Is known as hUtxpah.
The biology texts used by high school or college Students going Into the life
sciences may prepare them for accepting the outrageous books described above.
In many school districts, the book ♦'Biological Science: Molecules to Man'* Is
used. These bookja are adequate in many areas but In the section of sex roles/ they
are vicious. For example, under the subtitle: 6roup structure based in sexual
differences, one finds the following: ♦*There are two different family roles and
f^ch is conflned to a particular se^t. The male has loose? ties with the children arid
anatomically he Is better fitted to enter Into the competitive activities of pro-
yiding fo<>d and ^belter." Other sections of the book denigrate female intellec-
tual abilities and laud her **mothering*' instincts.
These are only a tew examples of the programming that continues to reinforce
the Image of woman as child bearer and man as thinker and doer. After such
training, how can we expect young women to emerge with selMmages that make
it p<^lble to strive for true Intellectual achievement. They have long islnce been
convinced that they are Inferior. A N,Y, Times report of Sept. 16, 1973 proves
the access of our ability to destroy our young women's Inner confidence. The
4d5
WucatlotJnl Testing Service Bulletin (Princeton, N.J. 08540) has just released
the most recent study on achievement and goals In our young iwpuiatlon, They
found that research under the sponsorship of the Am. Medical College, the Grad-
uate Record Examinations and the Law School Admissions Council, demon-
strates thftt women are **)S0Ciety*8 loss.'' 44.6 per ceht of the men but only 29.4
per cent of the women planned to go to professional and graduate schools even
though the women had better college records than men, As many men with only
p-plus or lower grade averages planned to pursue doctorates as women with
B-plus or A averages, When they did plan to go, one out of every three women
chose the field of education. Their aspirations were shockingly low despite proven
ablUty on every objective kind Ot academic scoring. Why in God's name do We
send our women to college at a cost to the nation of almost 16 billion dollars a
year and then discourage them from uslna their bfalna forevermore?
. In sum, the pr6fessionol women In science urge this Subcommittee to design
legislation which exerts pressure on publishing companies to review all text*
books and professional journals advertising policies with an eye to avoiding sex
dlsciiminatlon. *
School Without Waus,
^, „ Rceh€9l€r,yy., April 19 jm.
Director^ BiolOQical Sciences Curriculum Study,
BouHer.CoXo.
. J9^^P^ Maiter; We, the undersigned students and teacher, have been using
^Biological Science: Molecules to Man** (Blue Version) as a refe<^nce text and
have found it, on the whole, a very valuable book. We are appalled, howeveri
ifL^^lA^^^tS!*^^,?'^* fo^^s on V^%^ ^ o« the 19d3 edition and on pages tOl and
702 of the 1068 edition.
It Is obvlotts thftt changes were made in the material between the two editions,
since the latter edition Contains a number of phrases which/ in their hedging
tone, appear to reflect an awareness that the approach Is offensive. However, these
changes fall to eliminate the basic wrong committedi i.e,: the essential cOnfusioii
between actual biological differences between the sexes and culturally deter
rained sex roles. Although we may speculate about the origins of these roleS Iri
our past, we are really in no position to make statements which, though attempt*
mg to appear quaUfled In the jsccond ^ii\6ti, are nevertheless read as absolute
truth by the uncritdal (a description which, unfortunately, applies to most stu-
dents and teachers who rely on textbooks).
^ is significant that the s^tion in question employs the personal pronoun
to address the reader directly. Implicit in this style of writing are the assumptions
that the reader ts a stereotyped WASP American and that WASP Americans are
representative of humanity ( !) There is no attempt In this section to examine
ser roles In a variety of cultures, thereby reinforcing the unwritten conclusion
S^ii^^ statements In thU section are true of all people< Wc understand that-
BSCS material has been translated into many languages and widely distributed,
and we wonder what the reactions may H ot students and teachers In nations with
differtnif cultures to the unscientific assumptions In this jsection.
We are concerned, obviously, about the effect of this patently unscientific dis-
cussion on the young people who use the text We believe that unquestioning
acceptancij of socially determined behavior within the context of a biological
discussion serres only to reinforce stereotypes by ai^ring to endow them with
biological justification arid its false concomitant, immutability.
^ We cannot condone the Injustice of the inclusion of this material on the ground
that, at the time of Us publication, the women's movement Was not yet strong
enough to produce general enlightenment. The fact Is that it is unscientific; no
good biologist, at any time, should confuse cultural overlay with its Dosslble
biological basis.
496
We feel thet it l« an extremely Important responsibUlty of scientists to holp
the public make distinctions between biological facts and cultural, social, and
political structures, indeed, at this moment In history, It Is an urgent respon-
siblUty.
We are looking forward to a new edition.
Sincerely yours, «
LAuam Kash
Tioota Tyua
Mary Wiluaus
Sarah L. Hauuokd.
Copies to: AIBS and Dr, i:steUe Harney, Georgetown University School of
Medicine.
OeoROBTOWN UNrvmitYr
School or MEDZcrrYc,
Chairman, Department of Anatomy.
r>tAti Sir: 1 am enclosing a copy of a letter to the Williams and Wilklns Co.
which expresses the reaction of all women In medical schools (and many of
their male colleagues) to the new text: The Anatomical Basis of Medical Prac-
tice by Becker, Wilson and Gehweller. As a Chairman of a Department of Anatomy
you are In a position to Influence the selection of textbooks for medical and
graduate students. I urge you to consider the affront this book offers to all
women and men alike In Its deliberate attempt to appeal to the most prurient
attitudes In all human beings. This book is as much of an Insult to men as It Is
to women because It assumes and so states that men require such vicarioiw sexual
stimulation in order to learn the anatomical basis of medical practice.
My own Department Chairman has expressed to the Dean of this school that
it is the obligation of the Council of Deans of the AAMO to condemn this book
and the discredit It brings to an honorable profession. Since It Is an anatomy
text It would be most helpful If you, too, would Indicate to Williams and Wilklns
your own displeasure with this latest commercial venture. In addition to the
sexual pandering rampant In the text there are many errors of science.
Positive action by the academic community may protect us from a rash of
medical books of this kind which try to capitalize on the least attractive features
of a society In turmoil.
Thank you for your help.
Sincerely yours,
ESTELLE B. RAMEYi Ph.D.,
P tot 09 tor,
tProm The Anatomical Baiii of Medical Praciiee}
497
Acfomlort .
IV HI-M. -W'lit ; ictrtnK Wornt nfHH^,
r I of « gMip that rytt Irt ihc tbUW inv ffQn\ rtpKj*4*«
' tik-ftll to >.)Mnl»hyKV< |>uW»> tit {ha Us\^t<ni\ ^vHl^vhyl•^:«' . '
lfro*i|>: SlMiA<»h>oi(l, 5tem4>thvi:o)<), Tlijirobjokj , , ^
NUiiKHitfll t\\>y\n of jilHjfl bKv^W<c t« ftrfuali^y^'ivf ^
«K>r'»lty. N«>r K.*tVi' *v uvMioo^l nil Ok^ iiii!>fU'* In •
.i\ti' »WK m:uh^. Thi^H' y«j will my< «p ridi.ln Hl^l^4^-> ;^ v
M K ASVTOMV RFJATI I* 1(> tllfC
AHIK>MKN
ERIC
408
PREFACE
>■ liiK' nmVrj* it i^pimrt^ni thai Ihc oulhor^^
With ftlioiwiJiWftlly nnd oitc^opattikwlly orlenlod.
iMl'h'^ltvRlf ftl outliok, Ihc v have ro >^hi mm to
Kvon .'n clitileul ouflooK, I Ley ok* thiiikins C\M
e wivolft pnllful imd ufifarr a healthy, riving
(. ForhumtHy. nnMomLMix, nullologlMii hna palh.
M« maV^ eon^|>ftt5b1c botI-fclh\v:< \n ficWft.
ftfw Ih* Oi^y is '.(iuntr^K when nU of our coIIeajjUM
Kk)pcr&U In the ^ammori cuiw of totnl IwiyUh can*,
• In own wfty, nml be«>mo low* Miif<^rnc<l witlj
it* niK< often petty i hilosoplikfll iliffrrriKr^*,
dvtuK thiM text A ctihicul oriental btn, vio have
•u >tronpt cn>ph5'«l< M\yon Surfftcc iukI N'ornwi
io<?rnpMc .\jmlomy.
? emphnfUed nurfoce ftnatomy becnii>»^ the clinWul
tinatlon boginA ther^, nm! b^rttts^ vtvnl<^l the
fut to ddvck^) ttrt "4 'my Mrv.*^'" of hl'C ow n, by
ing and feeling, h> thAt he rtltuhw K>n\«' Ihree-
♦iv»lonftl hIom of whftl h unitcr thr *\iHAts\ JVrhrtjw
hould have Included photogthplw of |tiirdon.> :ur|ely,
fWfin male^ and female* who h|»ve let their phy-
y,< J<> io not. In^tetid. we fcutnh' hkxMs iix
rl-Jenulfci. Th<' ^tiK^put w>ll rt^c tU^ onluiiirv
<irten evt ry dav. fhJv on hvri' oceHiMW \yiU Jhc
letive. \>piMurneJ siythnen ji]>|yjvr lwfi>ri' hCTirr
yltjjt'K)h. Itc ^Lould be pfepunti rur ifit-t ^l^^^H^»lt
V\ For <Im' er<>mt>p rjUtfC'* of u uuu<* ttu<lir-, Hi'
V'd the body boftuiiful of n tSilnM. rnitltliylnnlo.
>are i^orr^' tliat mt eannpt hi:i\i' rtvrti^;iitfinTK'
h^s;» of (he young ladic»^ uho itrurv «mr iki^';*. (hir
;ei-toi{<Hl>ofr
le uw of normal radnjgrjpha hrljw in prt.viitr iiit
ydiriffnl lutfoductlou. Ttic nootur l\w yi%i*\vui Umi*
fl<»/ttlfy normat Anntoiny uii s rjiy film, (In* ru-it r ii
: be for U\n\ Uter to umK rsl:nid |Ih« ritdHititftk'Ltl
hrwi h dis<^a.«<sl ^tati'j^. We ft rl >ihmijl> llmt
:«id iitit-irosctiptc finntomy oti^lit tu i»rt»v If!.' u H>tul
e for ftidkilogj' \w\ pc«l)»o!oK>" a< wt U f«*r i limrjd
-lieiiic ill It U (tot our (ntcitlNMi |»r*tN|v.
I Mu<h-nt.H io ht<ome utkatninM«<, rrttlNil»ijsM^.
Mu\i\iA.<*,nny imro ihntrAv*^ uiMittl jni-h ihnn to
otm..l,trHfiHiils(y ivf |)lkysl(»lriKUt,<. Uu||,or. u*' wiihl
m Io Xtk* nnutumy tiJ* ;i asofn^ s1i'4>|iiiix >1«mu' ;i1l
uetliel"*'. Our him i< In Jnnih'ur*' nii ;»pi.r(rl;i.
(J foir lhr h«.e.i1hi| ^'in^miar' >hurj>IujVijfi<Ml I'lm-Mtu
of h\u%\:M\ IhiMU^. Slrjih^'ly, ih-Kj,!!,- i^^r
stciiiileafiy iirk iittil l«i<»kgnnjhit'«. «v ar^' fur h.ti-
iii il *itli cndiivi Nthan kW^mv uiili IMi^k, lin ulhb^ji
liyMihiK Iho futiiri* ti;i|u'ht< nf i>ur hlihti uH.
\NV rnu>l iiiJnnt t)i:it wv di<1 l«iv«' iu mind priiii«lli»j<
nhAtonf)lc«l forrcLition for ihc rndio^ogirnl rri^kt^^nt an
well, lliji Vnottledge of ftnatomy my hAvc b<^m»c n bit
ru«<ty, or he might still be wondeHtig vhtU sotiv of the
futty tinCH on roentgenograms oclualU' Klgnify.
>[^llcol curricula ftre tiv loich a fttntc of flux Iheiic
da^^, that it ha^ been difficult to )»lan i\ text In nniitomy
for the inc^lrrn Kcene. U the fiM uffirhig In ^naton^y
li nioro of nn Inlrwtuclory Jtaluro, tikc rnily ehaptrr*
may provtdi' ad<vpiate materia!. Ho^w^'Cr, uti c^nptcfH
wtfc wtiltcii In an «'««v-Rolng, literary style ^o tluit m»y
><tudeui could rca<l idiend oti hU ouu wliuout didieutty*
fitting the other KcctluUs to the tiec<l< 4»f hU \K\t\W\Mt
coufMO lilnicture. Wi- have not felt that ahattniiy iu viU
to bo written In iUwl wHoiWJi'W'; ncithrf tm i' we U'H
that prosenlatlt>n nectt< to bo dejuHy. S<i uo Imve
uvoldeil cudaverou* overtone** nnwh n* |Hv<«iMr.
Where htudcnl* »=lill eheounter eonsldvrjiblo dis'ecllou
ju« Are<tuiremenl ssmelime In their Ckirrleulnn>, tin y will
f imJ tl)e main chf»pte« of ihli book wrnr»K»il hi M'liy
rvgk>ni rtilher than by *>>tenw. the xIutak am! the
nbdonrken havr hcvw given pjulieular ultcnti^iti »<loee
they fl/o going to be the *'breud aiul bulti-r" ;^rea< of
t(tfyA future phytic la a'« whether they aptmmeli these
areiw directly or through visceral mahirej<tjithtTiM re*
flj^teil *u the Miina. Still, hcttd, neck, )k M< and p4"»l'
mum have itot been given f^hort Mirift. If we have
>*liglif e<l (uiyuh'^rv. it my be In the j^'ctlini «in tUc limb*,
Kvt'n lH»re, n* thnmghoul, our major c^iiworn tm?* beon
to dcvi'lop eone»pt?< of orgf\niiati»in, leaving much
detail for later ^ivclall.v eoa^kti'riillou. No <lonbt we
luive plivyed itjKvn our own prefrrenecji hi rojfani to
ci'rtiiln Uj<lily n-K^^^n". fl»d nvw det.jtl er«'«jM Into l1«vc
»*eclktiH thati rWuhere. If \\iU U not a KtlWaetory
arrangiMnnil. vm- will uwalt the ftixnl of con ^tnic live
eritklsm thsil n<ivm(ly altemti nr^t rftoil^ in pulili^dfng
ttork^ of thl^ kind. \Vc ate pri'|i.mHl for invi'Ctlve a;*
ivHt, iIh)Uk1i vvv laay l^^v l(^attet)tk)ii t<» il.
A ihri'ad of (li'Vt<k>t)mon( U wowh theiiUglKint* In*
dt'i*d« I III' rir>t i hapli'r ni>en!i a ih Vflopincolal
iioti', find J he lh**tin* fc* t»Icko<l up again itnd ngiwn whoh'
II MTtn* iiwh^t upi»h>^iriale In hder eh:»pt< w.
\\\» ronld niil t»n<?nbly havi* t(rtK"h4N| nil elinieHl -
kis< rt htid >1itl hair krpi Mu> IxKik iVUhiii 6 ii-<on:iliK'
eimipus.^. ttnl tt " fi'id Hv did dunph* I hi' elihU id carhM
)» }^:t}n mxmimIi vh'M' to lempt i)>r ttUKh'of alon^ n
U\n\',\ri\ Wo iihh'riHt tjv^ chupt<r!< t^ fotlnW iIh'
yr^pirnrr of I In- t tlnk'al rxamhialkiu fftitu IIm* Mjrfaee
Kul to ttu' limit*. ttV fi'fl ihr ehai'l^r on e«'lilr:d ihWiu^
>y;^tiiii .iiid »|H-(-hd iH'H>n^ (o tlu' hi mlhi rhiK to ihU
ohhr. tint id>4i Mantnl lliul HiaiiUr lii laold it
l>ri*tKi' iiVir Io iK'und ^<'hiin*i*. TliiH. it< ri'MHivnl
499
. Vt$* 111-50. TUe tt x>\t rhU. Cotuprtf^ pr«{»rtl«j<
•uHnreform.
'm-U i}$<m Hnv<n\m U S^Menutia Baskd oh Suual DtimENcta
How doe« a BoeiHf dMde its wrk ainong epeotallaUt the labor of aigirOop
ma| be Qlvl<te4 iecordlftg to atit. In your famUtt for exampK your woth^l* la
Urgely rj^ponalble for raUlng children, preparing food, and cleaning th« home.
Your father haa dlUerent respoDalbiUUee. He provides food and shelter for the
family^ and In times of erlsla he providea prctectlon as well. Of course, both
Mwnta share some of the fabotu Both may take pari In the education of the
chUdyiii the play activities of the famUfi and many of the chorea necesiwiry to the
life otth© family. But a basic dlllferenee retnalna. There are two different family
rotes, and each la aaaoclated with a particular aex.
WATEMEirT OP DB, EttEIlK R. SAKEY, DISPARtMEHT OP PHm
OlOftY AHl) BIOPHYSICS, SCHOOL OP MEDlOlHfi, OEOBOKCOWH
tnnVEBSlTY, WASHIHOTOH, D.O.
Ramey. Thank you, Mr. Chairman.
,1 am really representing a different kind of problem from the one
that you have received such excellent testimony on this mominigf. I
appreciate the opportunity to present this, because in some respecti^
I believe that it Is more difficult to deal with at a legislative level, and
I have been encouraged by the testimony this morning to feel that
perhaps— I may not be alive to see it— the efforts of your committee
and the legislation under consideration, and the women who are h^re
today* with their male colleagues, may perhaps have made enough
of a change that the publi^ers of scientific textbooks at graduate lev§l
may have gotten the message also.
1 would like to present to the committee this morning, in a rather
informal format, the situation as it exists at the present time with
respect, primarily, to medical textbooke^ ^^^.^^^ ^ .-^^
I think that it is appropriate to point out that we lay behind virtu-
ally every industrialized country in the world with respect to the
percentage of our women in medicine, dentistry, law, and other pro-
fessional areas.
Engineering, for example, women are virtually nonexistent in that
field. I ask, rhetoHcally, the question why are American women, appar-
ently, less ambitious than their BHtl«m, French, Swiss, Qerman,
Swedish counterparts! In part the answer may lie in the way in which
thi^ country denigrates women in books, television, and magazines.
As the president of the Association^of Women in Scienco, 1 have
been concerned with the state of science textb>)!uj as regaraa their
attitudes toward all females, and 1 am including with this letter to
you som^ copies of the text and t>hotograpl^, which are not very good
urifortimately, as they appeared in a recent medical ajiatomy textbook
mtended to "liven up a dull subject for male medical students,^
This book hea since been withdrawn for extensive revision by the
publishers as a result of a major effort by my organization. I would
like to insert here a few of the surrounding details of this matter.
Despite the fact that you have heard this morning that society
appears to be changing its attitude, at least sufficiently to fotte book
pUblishcTS at the lower level of education to change their textbooks, at
the end of 1972 this anatomy toxtbook was published and issued f6r
use by all freshman medical students in the country.
601
It Is a basic anatomy textbook. The book was displayed with a gmi
deal of fanfare at the biggest scientific meeting in the country, the
Federation of Biology and Medicine in Atlantic City, and' it met with
a rjiucous reception^ \vhich is about the be^t way I can aescribe it.
This was followed by the adoption of the book by a very large num-
ber of anatomy departments in this country. My organization^ which
consists largely of women in the medical sciences m every medl<»l
school in the country, we have a membership of about 1.800, we
contacted the publisher and indicated that we found the book
unacceptable.
The book publishers responded with a comment, which indicated
that they were astonished that we would like to put ourselves in the
position of book burnei's, because they felt that everyone had a right to
publish the kinds of materials that might sell.
We persisted in this, and the book was finally withdrawn for revi*
sion. Nevertheless, the bookstores in all medical schools throughout the
country, even under protest from medical students and women on the
^ff, continued to sell those books as long as any copies of it remained,
so we could do very little about that.
Now, here are some quotes from the book. The pictures that they used
to illustrate tonographical anatomy were nothing less than Playboy
type centerfold poses— I am sorry that the Xerox machine did not
Suite pick this up— which illustrated not pmfessional ailat6ihiciLl
eatures, but merely the adolescent fantasies of the authors,
I am not a book burner, and anyone who wants to buy Playboy or
Penthouse may do so. However, tnere was no choice in this matter,
women medical students as well as men would have had to have used
the book, and iii some cases were forced to use the book.
-The -problem with those photographs,- incidentally, - is-what^the
younger ^neration calls a "put on" because it is impossible to teach
topographical anatomy by using pictures of very well fleshed out
young women, because the whole purpose of teaching topographical
anatomy is to describe muscle distribution.
No one selects young women for pictures of this kind who have
very obvious muscle distribution, she has a very nice layer of adipose
tissue which camouflages muscle distribution, and that is why she is a
model for this kind of picture. It was useless from that point of view.
The authors maintained that, and they so indicated in the preface to
the book, they felt that the young man in a class deserved a little
lightening up of the subject. 1 may say, incidentally, that there was
not a single photograph of an undraped male despite the fact that we
have now about 18 percent of the class who are women. Apparently,
they did not feel that they needed to liven up the classes of the women.
The textbook was far more offensive than the photographs. I have
quotes here, such phrases as: "the curse of estrogens which urge.; a
woman to ensnare a man."
Mr. Hawkins. Dr. Ramey, we have a problem with a full committee
meeting at the same time, and we would like to declare a 6-minute
recess, if I may interrupt your testimony, so that Mrs. Mink and I may
go down and make the quorum, and return as soon as possible. It
The committee is in recess for 6 minutes.
[The committee recessed for 5 minutes at this point.]
Mr. Hawkins. The subcommittee will come to order.
ERIC
y Pt^-T^ proceed with hef t«atira6ny.
ypt. BAMBti Th^nk yQ\a, Mr. ChMiman,
If lr6ula like to continue trojti a few of the major offenders in thta
W^*^'^^^^ ate gynecology textbooks, which present problems for
»hlttyf Wfeny women in this country, because of the programing that
OOCUH With the doctors who will treat only women.
J For example, if you would read a sentence of this kind in a Lit)*
fesslonal textbook, and I win quote how?
6t one female, you have s«en
Italy where girt watching is
T^-s - T'-y^--- ™- — ^-^1 "M^^ *v«» **- regard never flags, refer you
to flfUfes and 08 as proof that female backs can keep an interest in
an^tcioD^ alive,
fthls^kind of so-called humor permeates a surprising number of
medical books, perhaps not as blatant as this. Even more than that,
m^ny medical textbooks curiously use the word ^'specimen" in referring
to Womisp patients. ^
'Chio quote here i
^^'^ ^ the ordinary spectinen every day. Only on rare occasions
win the attractive well turned specimen appear before him for consnltation,
JVH'y have grown to regret that they cannot provide the addresses
of the younger ladies wlio grace ovr pages. Our wives burned our little
ftddressjK>ok8 at our last barbecuo get-together.*'
IfpW; ladies and gentlemen, this is at the highest reaches of American
education.
Now, there are some quote from gvnecology textbooks which are
wore subtle, but just as damaging* Wilson ^s textbook published in
1071 writes:
- ;Tiia traits that compose the core of the female personaUty are feminine nar^
dselsm^ masochism and passivity.
Presumably^ of course, this is from Freud ; he has taken it out of the
iirhole cloth here.
lifow, this is the way that the doctor is advised* essentially, to see
his women patients, and this is a doctor who will see only women
patients*
Now, Novak and others in a text published in 1070 gives advice to
young doctors on the advice that they should give in dealing with
women*8 sexual problems^ and I quote :
i The freqnency of intercourse depends entirely upon the male sex drive. . . .
^phe 1t)r|de sh;>md be advised to allow her husband's sex drive to set their pace,
and ahe e?4 >nld attempt to gear hers satisfactorily to his,
^ This is, obviously, I think, desired to— perhaps not consciously,
put certainly unconsciously this kind of attitude toward young women
doeking advice from the doctor will make those young women feel
either guilty or abnormal, if they don*t happen to follow that kind of
advice, or feel that they cannot.
Dr. Scott's text now gives the young doctor the ultimate justification
of anything that he may choose to do with his women patients. He
wntes:
If like all human beings, he (the gynecologist) Is made in the Imari of the
Almighty, an<!; if he is kind, then his kindness and concern for his patient may
provide her with a glimpse of Qod'a Image.
603 -
I would suggest that many physicians take this quite seriously^ and
quite literally.
We then go on to the biology texta used by high school or college
students, now remember that these are the studenta who will 1* apply*
ing to the medical schools. In many school districts, for example, and
I have included in my testimony here a letter from a group ox women
biplogy teachers in the Rochester, N,Y., school syatem, protesting a
book called **Biologtcal Science s Molecules to Man.'^
Some of the book is good, as far as the science is concerned, but in
every section devoted to sex roles, the effect of hormones on behivipri
they are almost vicious, in my estimation, in the way thati women are
denigrated;
For example, this is one of the milder ones. They have a seciipft on
group structure based on sexual differences. The authors then start
out by saying:
.There are two different famUt role« and each is coniloed to a particular sex,
The mi^le has looeer Ues with the children, and anatomicaUy he is better fitted
to enter Into the cowpeUtive activities o( providing food and shelter.
Other sections of the book denigrate female intellectual abilities
and laud her "mothering'* instincts. I don*t believe that *^mothermg"
and intellectual ability ar^ mutually exclusive.
Books of this kind are used by students who are trying \'> get into
medical school^ and they work very hard to memorize the books ^nd
do well. Some of this message gets across.
Now, I would like to (Jomplete my testimony by referring you t<> a
report, which was in part described in the New York Timeslast week)
and it proves the success of our ability to destroy our young women^s
inner confidence. It is a very preetigioiis group that did this work ott
21,000 college students in the junior and senior level.
The group was the American Medical Colleges, the Graduate Record
Examinations, and the Law School Admissions Council, and theirr>
conclusion is, and I quote front their report;^^Women are society's
loss.*^ And 44.6 percent of the men, and these are men and tvomen about
to graduate from college, and only 2&.4 percent of the womer^ planned
to go to nr^ff'ssional and graduate schools even though the women had
better college records than men*
As many men with only C-plun or lower grade averages planned to
pursue doctorates as women with B-plus or A averages. The great
tragedy to me here is that one-third of the women with B-plus or A
averages in any area, who ai\j going to pursue doctorates, have decided
to pursue them in the field of education to get degrees lor an area in
which there are no jobs, and no one is stopping them, apparently, from
going into this area.
They are encouraged to go into these areas. I may say, incidentally,
that the report also indicates that family and peer group pressure on
women tends to push them in the direction of so-called appropriate
jobs for women, which means underpaid, and low status.
We are now spending, it has been estimated, $16 billion a year of
this Nation*s wealth to keep S million women Jn college, but we have
yet to be shown why we are doing this, and what this country wants
to do with them once this p^reat investment has been made.
Frankly, I don't know. I think that the passage of this bill, H.11.
208, is very important for many reasons, but I don't know exactly how
It help some of the problems I have brought up with reapeci to
th^ HWtattitre at graduate levels that is being used to train, cerUlnlyi
doctors in this country. - ^ ^
I suspect that the Council on Ed^^
vlde4 w in the act may concern itself with problems of this kind.
J regret, that I cannot make any more profound suggestions, except
that if publishing houses ate put on notice that books of the |cin4 I
have described are no longer acceptable, and if institutions are put on
notice that any institutions receiving subst aittlal Government money—
and that includes every single medical school in this country^are, also
put on notice that the use of juch textbooks in some way is disapproved,
th^ }Xirhapd that kind of pressure may be effective. i
I a n optimistic only in one resi)ect* The wonwn who have testified
here ^his morning, are preparing the way for us, so that the young
womc n coming up through the elementary, high school, and then hope-
fully to college level, will have, by virtue of the change in the t^xt-
boow they have been using In those grades, developed a self-ln)B
self •confidence in themselves as human beings ana their ability to
achieve,
It will be impossible, then, for the schools to foist this kind of ma-
terial and not have women protest. Just to end this, I will tell you that
very few women medical students protested this book. They were
afraid to, because this would characterize them as one not able to take
a joke, and they want to fade into the background and be one of the
boYS in the medical schools, because thev had problems enough, This
is because they did not have enough self-confidence.
Perhaps we can develop stronger women in this regard* and then
they will take care of the problem. They will make it intolerable for
theschools.
I thank you for allowing me to harangue you this way.
Mr, Hawkins. We certainly are thankful for your testimony. One
question I would like to ask you, do you have any figures with respect
to the discrimination of women!
Dr. Bamiby* There is a very important situation here, and the ques-
tion you have just asked is really the crux of the matter, and it is far
more difficult in passing legislation. Women do not apply <^ We do not
have to discriminate in medical school admission committees, contrary
to popular beliefs in the women *s movement.
Women had not until last year even be^n to apply for doctorate
programs in the life sciences, or the physical sciences, or in medical
school. When they did apply, the figures showed that the applicant's
school is reflected in the percenta^ admitted.
Now they did suffer in admission in other ways. They did not get
the good fellowship^ they were discriminated against in that respect.
But the fact that women did not apply is our main problem.
Why don^t the American women apply? Why donY they try to
achieve? That is a very difficult problem to deal with. I think again I
must refer to the early years that the psychiatrists tell us are so po-
tent in determining self -image and aspirations.
Now discrimination does exist in this respect. Unemployment for
women Ph. D.^s in the life sciences is by the latest figures from the
scientific manpower commission here in Washington— Dr. Vetter has
just announced these figures— it is now five times the rate of their peer
vERIC , .
606
male groups. That is in competition for jobs in the job market for hard
money jobs.
So discrimination certainly does exist and this, of course, will dis-
: courage many, but they don't apply in the numbers that they should.
Mr. Hawkiks. I^t me rephrase the question. Do you have any fig-
ures on their representation in the various professions!
Dr. Kamey. Yes, they represent less than 1 percent of the engineers.
They represent about »6 of 1 percent of the physicists in the country
at the senior level. They represent 7 percent of our doctors. They repre-
sent 8 percent of our lawyers* There is no other industrialized coun-
try in the world that does not do better than on women.
Just to give you an example, In medicine as long as 6 years ago.
Switzerland, which had not yet given women the right to vote, had
15 percent of ita women who were doctors, when we were 6 percent
in 1900 in this country. In 1970, 6.7 percent were women.
Mr» Hawkins. Do vou know what the percentages are in countries
that have been identified with women, let us say India and some of the
others!
Dr. Bamey. The flgurea for Israel were running 21 percent. India
has been running very high, about 33 percent. The reason for that,
I think, stems from the — after the independence of India was achieved,
I think that there was a very marked push by Gandhi and ethers
to release Indian women from bondage in every respect, because
they had a long way to go. So, we saw quite a surge there;
^ I have often been told the figures on the Communist countries, Rus-
sia, etc. Those don't impress me, and 1 don't use them as an argument,
because even though 76 percent of all the doctors in Russia are women,
only about 3 percent of the professors of medicine— the status doctors
in Russia— are women. The are almost physician assistant types.
So thev have not done any better in that respect.
Mr. Hawkixs. One personal observation, x think that you have in-
dicated what most witnesses do, that is briui^ about change through
pressure from women* Isn't there some possibility that some of tne
pressure would come from men as well ?
Is there some reason why men would not be also interested in bring-
ing about the change? Why should they not be expected to do some-
thmg to bring about this change t
Dr. Ramey. I am sorry that I seemed to Hve that impression, be-
causo— again I regret to say this, some of the strongest support that
I have bad on this anatomy textbook came from the men.
My own medical school, and other medical schools, had |)hy8iclan8
who regarded this textlx)ok as an affront to what they consider to be
appropriate behavior on the part of all physicians, male or female*
Certainly, part of the male physician'^s Hippocratic oath specif-
ically speaks to this i>oint, when it says, essentially, that a doctor must
not in any May compromise a situation of a woman patient. In the
Hippocratic oath, il is so stated as to make this perfectly clear, and so
doctors are very concerned about this implication that tney look upon
their women patients as potentially sexually desirable partners.
So you are right. Men have been very Helpful in tnis. The reason
that we all keep referring to the need for women to unite and to work
for these things is that it makes it far more forceful.
It seems to me that when you go to ask for men's help, when the
people themselves who are suffering from this indicate a need— you
er|c
606
see, Ifwomen say s <*I am happy in this situation, in this status qw,'*
then it weakens the case considerably,
1 may say, incWent^llyi that men have a great deal to gain from
changing some of the stereotyping that goes into textbooks about men,,
that they are always to be strong, dominant, never cry. No human
being can live up to that, but many men think that they liave to.
hook at the death rate from cardiovascular diseases and you will
see some of the effects of this on men; It is three times the rate for
\!romeh. I think that men have a great deal to gain from changing what
is known as male stereotypes.
We have many men friends, and I hope that I may count you as
oneofthem*
Mr, Hawkins. I think that you have convinced me pretty well
Thank you, Dn Kamey.
Mrs, Mink?
Mrs. MiKK» I want to commend you. Dr. Ramey, for your testimony
and for your presenting this new perspective to the committee. If I
were a male physician, or a male professor in a medical school^ I
would be thoroughly offended and insulted by the textbooks that yoji
have described, as really insulting the mentality of the reader. I am
appalled that the women students have not been more aggressive in
seeking changes in these textbooks.
I might suggest that the people who suffer most are those indi*
viduals outside the profession, like myself, who will have to go to
these physicians who have been taught to consider these matters in
such a vem.
I hope that vour testimony will be well read and considered by
women^s organizations, generally, and adopted as one of the main
focuses of their attention. This requires, I think^ the concern of
women everywhere, not just of those in the professional schools and
in the (Profession of medicine.
I think that those who have the benefit of this hearing will cer-
tainly^ be most grateful to you for giving us this perspective this
mornings Thank you.
Dr. KAHET. I would like, in the defense of the medical profes-
sion, to say that most male doctors try as hard as they can within
their own programing to treat all patients humanely. Some of them
don't, but they suffer from the programing also.
I might say that gynecologists are astonished when they read that
women resent the fact that they are being treated like children,
because they are only trying to be kind with them.
Mr. Hawkins, 'fhe next witness is Ms. Phyllis Alroy, represent-
ing the Women on Words and Images, Princeton, N.J.
X understand that your presentation is in the nature of a slide
presentation?
Ms. Alroy. That is correct.
Mr* Hawkins. But you do not have a prepared statement. You
may proceed,
8TATSM£HT Of miUS AIROT, WOKEH ON WOBBS AND IMAGES,
PRIHCETOH, H.J.
Ms. Alroy. The slides you will see are the result of the research
done from the book '*Dick and Jane.' ■ The slides were selected from
^'^'^ readers studied, representing the 16 major publishers.
ur
607
In all there are 1,447 stories featuring males as opposed to 495 stories
featuring females, or 26 percent of the stories for over 60 percent of
the population . ^ , , . . j v
the slides reflect the patterns of passivity and domesticity which
defines the feminine world, and these readers in the same way reflect
male patterns of competition and accomplishment through whic^
the readers expose boys to excessive and frequently unrealistic
pressures. ^ , , % » . . \ j
Initially the purpose of the study was to find a series which trcMert
all children fairly, but not one was found that could be recommended.
This is how the illustrations in these readers show the world to chil*
dren. i *
Ruth Hartley reports that when a task group of boys 8 to 11 asked
what they nee<ifed to know and be able to do, the answers v.*ere remark-
ably consistent. Boys have to be able to run fast» play many games,
and play rough games. They need to be smart to know how to take
care of thetnselves, to know what girls don't know, how to climb, how-
to make a fire, and how to carry things.
They should have more ability than girls. Men are "boss.^' They have
the most money. They get angry a lot, out are more fun than mothers,
and have better ideas,
^Vh$(t I can do,*^ The boy tells what he can do. Notice the variety
of options. The total involvement in their activities, their intense con-
centration. The smiles are wide and white. Keep these illustrations In
mind, as you watch the illustrations showing girls,
"V/hat can I do?" the girl asks. The boy told us what he could do.
There are few options given to girls by the readers, Body activity is
limited, Skipping rope is about the most active thing girls do. They are
geographically limited as well, we see them most offen at hom6, nearby
or at school.
Contrast the girls* faces with the boys. Their distance from what
they are doing. The form of waiting is appropriately illustrated, be-
cause that is what a surprising riumoer of these girls in the bool;8 are
"doing. " ' ^"^ /' : :^ '■ ' ^- ' -
This slide action is shared by 6-year-old twins. Jill is tauffht that
it is more acceptable to help Jack than it is to win for herself. Gold-
berg's study finds that children— he finds that during those years, all
children increasingly identify with males.
This group of slides, whfch we call **Passive girl watches active
boys,'* school readers are subletv telling the boy that is the doer
and telling the girl that she is h\s passive audience. In other words,
school readers agree with Goldberg's study that males are the import-
ant people.
It was not until after the slides were shot that the girls' hands were
noticed. Stereotyping can be very subtle, and in this case the illustra-
tions have been, perhaps, unsconciously accurate. Girls appear to be
physically holding themselves back as they cross their hands and hold
their arms.
The inbalance continues among older boys and girls. The girls in the
slides seem to have even stopped watching. The girl in pi^ails could
best be described as catatonic.
Even in parallel situations, like the story with the box, boys appear
much more clever. The box is a boat, a train, and then a plane for the
boys.
608
, Thett theglrls find U, and It Is not a boat, or a train or a plane, but It
J$ A h<?uw. They play house all day, *^
The sttbsUntial part of children's play is spent in rehearsinff adult
roles. Boys often want to imitate their fathers, and other adult males,
since this i^ettns added status and brings them closer to m«nh<^i
In this Rfocess,^they often require skills used for outside the home,
and beyond childhood. Girls also imitate their mothers, but too often
thev find that helping mother means routine, dirty work. Waiting
oniather and brother. **
^ Th kitchen alrejady belongs to Y-year-old Ann, and she is learning
to clean uo after Walter and Sam. The girl quickly learns that the
"u" in scrub means her.
The parallel story about two boys and two girls who work. Now,
the bays do a variety of jobs, and at the end get money and thanks. The
two girls go off to their babysittinaf jobs, and the story focusee on the
two active little boys they are watching. At the end they wave ROodbye,
and wedon't see them get paid. » / >
^This situation continues into adult life, when the woman services in
the home and community. She sometimes receives praise, but seldom
money. From the earliest preprimers, boys usually display character
traits, which society considers healthy and positive.
Sometimes, however, the heroism and the daring described is so
exaggerated that no real child could imitate them. The Readers' boys
are brave. Boys rescue adults, animals, and other children.
Boys are inventive. Boys are good sports. Boys win recognition.
Boys are tender despite society defining tenderness as ft feminine trait.
In the Keaders, the women are rarely shown as tender.
Females large and small are denigrated for their stupidity, lack of
perseverence, and simply because they are female. In the Harper Roe
reading program, we have "Just look at her, she is just like a Kirl."
From the same publisher: "Get lost." Says Ann : "I am just a cirl,
but I know enoueh not to say that." From Scott, Foresman, "We *>n«t
wanj^to play with girls, they would be too easy to beat."
. We are willing to share our great thoughts with mankind, but you
happen to be a girl." This is from Houghton-Mifflin. "I do not want
girls to help me."
They offer an explanation of why Judy got a nosebleed, "Perhaps
because you are a girl, your skin is thinner than ours."
Fmm Backstreet Readers, "Jerry always rfln away." He said: "I
don't like giils." In American Book, wo found : "I guess I dont really
care what my sisters call me, after all they are j ust gfrls."
In the readers, girls generally display character traits, which our
society defines as negative, and even neurotic. The readers' girls are
fearful. They always give up.
In this story of Janet in the 1960 issue, 12 years later in 1972 the
illustration lias been changed, she wears pants instead of a pleated
skirt, ethnic instead of white, but the story remains exactly the same.
Girls still give up.
Girls need to be protected. Girls are tattertales. Calamities happen
to girls.
Even though they are both carrying fishing rods, Sam went fishing
and Ann went with him. .
^A^*'^**!®"^'"^'^^^'''^' mirror in this edition of the
1960 reader, and now it is 1972 and Janet may have changed, but a
600
deciide of feminism has not affected her concern with her appearance,
sho Is still looking in the mirror.
For a girl, hapjpiness is as simple as wearing velvet,
AVe found a picture of a boy lookingin the mirrori and he had enough
confidence to make a face at nimself.TThis is what the girl is conceriied
wit)i, liow she will look and wliftt she will wear. BoyS are concerned
with that they will be, and this on6 will not be 6 until next springy arid
he has hiany, many options.
The antagonism expressed by boys for girls/ and the reaction of
ffirls iis seen in tliis slide, is the unavoidable I'esult of sex stereotyping.
You cannot question the effect that this must have on marriage or
any other future relationships.
Studies show that girls submit to authority significantly more
than do boys. Girls take suggestions and are more dependent on the
opinion of others. Girls are more substantially influenced by their home
environment and what is expected of them.
Girls are more apt to accept school, and the value of their teachers,
than are boys. When a teacher gets a reader, and is receptive to what
she r^ds and sees there, it represents ia socially approved statement
of what is proper, and she respects the authority from which it comes.
The message boys get from readers is that they must be everything
that girls are not .They must relentlessly strive to be superior, some-
thing of a supjerhuman.
Next we will see the readers* view of adults. A psychologist, Bruce
Hartley, asked a group gf 8-year-old boys about women and house*
work, and receivedthe folio wing answers i
"Women are always at those crazy household duties, and don't have
time for any thing else."
^^Their work is regular drudgery. Women do things like ccioking,
sewing, and washing because that is all they can do.'"
If we tried to do men's jobs, everything would fall apart. Women
do not have the strength in their body to do those jobs.
This poem does come from a 1972 reader which was published last
spring: -
Heritage from ebtldbood days
When she played houJse beneath the trees,
Her heatth Is tendered carefully,
She passes up affairs of state,
yor hallmarks on a sUrer plate.
"l)ad by contrast is an exciting i>erson. He sometimes brings gifts.
Is happy to see his children, and he gives them love and attention,
On the other hand, mother, in the reader^ is too preoccupied with
maintaining cleanliness and order to be concerned with the positive
side of parenthood.
The father plays with his children, and mother services everyone's
needs. .
The father goes down the slide with the children, while mother waits
with the towelnext to the slide.
Father takes children on outings. Mother gets them ready to go,
but often stays behind. This time the whole family goes to an amuse-
ment park. Mother virtually disappears from the scene, while father
gives the children a good time.
At homecoming time, mother reappears carrying a balloon like one
of the other children.
Father Is Involved with his children. He teaches them skills and
iBhares interests with them. Father relaxes at home, but when mother
relaxes/ she does not forget her ^^responsibilities."
.^Oft«n she is seen leaning on father as though for support. In this
illttstration, mother appeal^ to be an invalid, she needs the help of
father and grandfather to get her up a 3-inch step.
In this storyj the mother needs her 6-yearold son to catch a pigeon,
and she cannot do it, but it is Important because father will not like it.
Mother in this storv cannot get Mike out of a tree. It takes daddy
to think of getting a ladder: she could never have thought of getting
it by herself* This is ironic in view of the fact that most fathers are
simply not around during the day when most problems arise.
In a few stories, there are bad Jokes. Mother walks out of the house
with her gloves on top of her hat. For example, the story focuses on
mother's search for the gloves, and the children find them for her.
There is mother who forgot to put on her other earring; mother who
is afraid of the mouse in the cage.
Now, in present suburban communities, mothers spend hours chauf-
feuring and sliopping, yet we find only four pictures of a mother
driving. In this reader, where the family was shown as having two
cars, mother tried to take the bus and just missed it.
Mother rides in the back seat of the family car in the 1066 edition,
and in 1972 the eeatbelted dad and son are still up front. Mother rides
in the backseat of the boat and the plane. It is as though Montgomery,
Ala., never existed.
Six million children have mothers who are employed outside the
home, yet we found only one story which showed a motlier leaving home
to go to her job. She works in the school cafeteria.
There is another story where a mother works, it is about Martin, a
sullen bully, who habitually picks on his younger next-door neighbor.
This story makes it clear that if his mother were home, Martin would
not be a bully.
Boys have a wide variety of career choices. Men are shown in 147
different careers, and females in only 25, Biographies are a source of
inspiration for children, male biographies appear six times more fre-
quently than female biographies, but they range from explorers to
rulers and hunters to sportsmen, and cover the scope of men's accom-
plishments. Francis Scott Key, Goddard, Martin Luther King, the
Wright Brothers as children.
511
ih femftle biographies, the woman is often upstaged by males. As a
matter of fact, ft tvould appear that the subject of the biography is
a male in this illustration of Madame Curie,
As you have feeen^ there is an enormous range of activities and in*
Volvements that are available to boys. A disproportionat^jly small range
of activities is available to girls. Boys are involved in learning com*
petence> and striving for excellence.
Girls are prominently passive, helpmates, or incompetents, these are
the basic statement of the study. In the form of the girl, <*\Vhat can
I dot ^* This means, what is allowed, proper, or expected of me. In
other words, **What may I do
Compare this with the boy's statement, **I can do this." The boy
can do very little, but the emphasis is on that which he can accomplish,
for a boy should try hard to succeed. Accomplishment is not the issue
forgirls in these readers.
The truth Is that human accomplishment is human accomplishment :
whether one is a boy or a girl is irrelevant. Thfe proper attitude of
readers would be to encourage all children to grow to the limit of their
own individual potential regardless of their sex.
Mr. Hawkins. Ms. Alroy, does that complete your statetnent?
Ms, Alroy, Yes.
Mr, Hawkxks. We are certainly indebted to you for a very fine
presentation We will include the material you have submitted, at this
point.
ERIC
613
Chapter One
INTRODUCTION
Johnny says girls arenH fun. Janey says she wants to be a doctor
when she grows up, but she knows girls cannot be doctors, so she will
b0 a nurse Instead, Dick says he will be an engineer. Sally says she will
be a Mojnmy. Dick says girls are stupid. Janey says she might be only a
giri, but she Isn't stupid at ail.
Where does this all come from? Some station Is transmitting a
clear message to our children about their place In life. They have been
tuned In from birth to a frequency that directs everything they
attempt, from skipping rope to getting a Ph.D. Something insures that
any deviation from the norm will be fraught with personal
hazards and traumas. If Janey does become a doctor, she will reel guilty
at not being a Mommy, or as good a Mommy as she **ought" to be.
Johnny will not feel at all guUty about being a doctor, whether he is a
Daddy or not. Dick will say girls are stupid and most girls will agree
Wuntration from Childress. White lUustraUon by Childress. White ond
and Walter from Fun With Our Walter from Fun With Our Family.
ftmi7y Copyright (c) 1965 by Copyright {c) 1965 by Scott, Fores-
Scott, Foresman and Company. He^ man and Company. Reproduced by
produced by permission of the pub^ permission of the publisher,
lisher.
From one of the earliest of the classic ''Dick and Jane** series, we
selected these illustrations to demonstrate the expectation that Dick is
to be innovative and active, while even in early childhood, Sally learns
to play with a carpet sweeper in anticipation of her later expected adult
rote.
4-^
ERIC
614
with him.except for Janey.who b thereby on the way to becoming an
^'^gre^ve^' woman* Dick himself wUl feel no guilt at his remaric, Salty^
howevefr, would feel very bad indeed If she called Ulck stupid, for it
might wound his self-esteem, which, even at the age of nine, Sally
knows Is a very serious thing. Johnny will spend much of his working
and plaving life with boy$» who he expects will be much more fun
than girls; and his wife, locked into domesticity, will be even less fun as
a result of her confinement Sally, being a complete Mommy, will drive
her children from one achievement to another* Imprison them in a
spotlt^ home, and project her own ambitions onto them in a classic
smotherlove pattern until they finally break for freedom. Then Sally
will find herself out of a job, frustrated, and '^growing old/* often
before her chronological time.
Again, where does it all begin?
One early source of the messages children receive is their
elementary school readers. These readers abound in stereotypes. The
typical girt In any reader is a frilly little thing with a smile on her pretty
face and a passive attitude toward life. The boy portrayed in the readers
In the story this picture illustrates, several boys are constructing a
contraption they call an ''Electro-Thinker,*' ''Smart Annabette,'' who
throughout the story is called by that epithet, stops to ask some
questions. She is rebuffed by b^ing told, are willing to share our
great thoughts with mankind. However, you happen to be a girl** Poor
Smart Annabelle, who has thus been forewarned not to dally with a
''man's prerogative** {namely, thinking), bows out of the story.
I illustration by Wendall Kling from
^ Ventures. Copyright (c) 1965 by
Scott, Foresman and Company, Re-
produced by permission of the pub-
lisher.
ERLC
515
has a look of stern coticentratlon: he ts busy preparing to be a **man.'*
Mothers and fathers in the readers reflect a simple, standardized
existence, which becomes for the child the American Way of Life.
What Is at specific Issue in our study of current readers Is the way
In which girls are portrayed in these storles-the activities in which they
engage, the attitudes they display, the way In which people treat them»
the generalizations which are made about them, and the directions for
f\iture life and work which are offered to them-as contrasted with the
treatment of boys, whether contemporary or hlstorlcal-^their activities,
their ambitions, their hopes and dreams, and their ultimate objectives.
The degree to which the treatment of boys and girts differs In Primary
School Texts Is a good Indicator of current social expectations for each
SOX, and offers some insight into the premises underlying these
expectations. Once we know what society, as reflected In the readers, is
asking from young people, we will know how young people feel they
must behave in their private and personal capacities to become
acceptable members of their peer group. If the effort for approval or
reward as a boy or a girl Involves the warping of an IndividuaPs natural
proclivities, the outlook for her or his happiness and effectiveness Is
poor. How many potentially effective human beings can we afford to
suppress In the name of traditional role playing?
The message from the readers which ts beamed to small girls Is
very different from that aimed at small boys. This study shows In detail
how» and In what ways, It differs* The preponderance of boys
to girls, famous men to famous women, adult men to adult wo«
men - a pattern which exists without exception In all of the readers
we analyzed-^does not reflect current reality. Yet the trouble goes
deeper than numbers. The authors of this study assume that there are
ways In which we can make better use of the talents and energies of our
female population beyond directing them Into the kitchen and the
obstetrics ward. In the coming years there must be a drive In all
educational fields to improve motivational Incentives for this under*
rated, under-encouraged fifty percent of the population. Grade school
readers are a top priority area for change, since they Influence children
at their most vulnerable and malleable stage of development.
616
Chapter Two
METHODS
One hundred thirty-four elementary r^hool
readers from 14 different publishers were the basis
for this study. These readers were contributed by
the school systems In three suburban New Jersey
towns where they are currently in use.
The Initial examination of these books indi-
cated that most stories In beginning readers were ,
about children^ alone or In groups, or inter-
acting with their families. Folk, fantasy^ and
fairy tales were found at all reading levels, as
were poems and informative articles. In the higher
reading levels, adults often became the central
figures in stories, and biographies began to appear
more frequently. All of these general observations
were used subsequently as a basis for analysis.
A general classification system was devel-
oped from these observations for subsequent use
In doing a content analysis of all stories in each
book. A statement summarizing each story was
recorded on a work sheet, and was placed In the
appropriate category or categories^ such as stories
focusing on girls, stories focusing on boys, stories
about both boys and girls. We also recorded on a
work sheet, and the story was placed in the
appropriate category or categories In stories con-
cerning children and adults. A numbered code was
established, and all such stories were evaluated
according to their emphasis on these themes. A
copy 01 the typical work sheet we used, which
shows the overall system and code, Is Included as
Table 1. The numbered theme code Is summarized
in Table 8 and the patterns which It revealed are
discussed in detail In Chapter 4.
Illustration by Trina Schart Hyman
from McKee et al ed, Readim for
Meaning: Dp and Away. Copyrigh t
(c) 1957 by Houghton Mifflin Com-
pany. Reprinted by permission of
the publishers.
This series of iltustrations graphically demonstrates certain of the
physicci attitudes and activities we found in all series, which we
subsequently coded. Boys were almost without exception portrayed as
taller than girls. Boys engaged in athletics, while girls watched from the
sidelines. Boys acted independently: girls did not.
.4.
ERIC
517
On these worksheets, quotations fron) ectual
stories which offered evidence of culturally accep-
table anti-feminism were recorded A partial listing
of these quotations is set forth as Table 2.
Illustrations also were found to be significant. For
example, the relative positioning of Individuals In
groups and their physical attitudes and activities
ijave graphic evidence of stereotyping. We have
utilized some of these illustrations throughout this
report to show the patterns which prevailed.
The study was undertaken as an exploration.
Its shape has been dictated by the discoveries of
the researchers. As the work progressed^ first
impressions yielded to more complex observations.
Some series were re-read In the light of these
subsequent refinements. Some researchers were
dubious at first but finished with unshakeable
convictions that these readers contained a distortr
ed view of reality. It is important to note that this
body of research covers only a small segment of
the total volume of material reflecting stereotypes
presently available to small children and to adult
readers as well. There remains a vast amount of
work to be done, for which this study Is but a
rudimentary blueprint.
134 elementary school readers from 14
different publishers were the basis for this study.
These readers were contributed by the school
systems in three Suburban New Jersey towns
where they are currently In use.
Illustration by Trina Schart
Hyman from McKee et al
ed., Reading for Meaninfl: Up
and Away. Copyright (c)
J 957 by Houghton Mifflin
Company. Reproduced by
permission of the publisher.
Illustration by Trina Schart
Hyman from McKte, ct oK
ed. Reading for Meaning: Up
and Away. Copyrigh t (c)
1957 by Houghton Mifflin
Company. Reproduced by
permission of the publirfhcr.
'5-
618
Chapter Thtv^e
STATISTICS
From the 2)760 stories we read in 134 books, some startling
ratios were derived:
Boy-centered stories to girl-centered stories 6:2
Adult male main characters to adult female
main characters 3:1
Mate biographies to female biographies 6:1
Male animal stories to female animal stories 2: 1
Male folk or fantasy stories to female folk
or fantasy stories 4:1
Table 3 provides conclusive statistical evidence for what we
initially observed: boys and men are present in the readers in
overwhelmingly larger numbers than are girls and women. In some
books girls are virtually nonexistent, appearing only as minor characters
or in background Illustrations. No series has an equal number of boy
and girl stories and very few even approach equal numbers.!
Particularly appalling is the scarcity of female biographical
storles.2 There are 27 stories about only 17 different women, whereas
there are 119 stories about 88 men. Clearly, it Is not considered
important to give girls and boys examples of women who have
succeeded outside the home. Interestingly enough, the few women who
are portrayed in the stories overcame great societal and personal
obstacler^ to be successful outside the home, while for the most part the
men portrayed had no societal barriers placed In their paths.
Another statistic ot particular interest is the number of occupations
shown for men compared to that for women in each group of books.
We found women in the stories — as opposed to the biographies — In
only 26 occupations, while men participated in 147 different jobs.
These numbers incluie characters pictured In the background
illustrations as well as those who actually play a part In the stories.
Furthermore the women in the stories were engaged only In
**womanly'* occupation^ such as teacher> nurse, governess, dressmaker,
and telephone operator.^ No female jurists or college professors were to
be found, needless to say.
Obviously, quality is as important as quantity in the readers, and
the qualitative findings of the study will be detailed In Chapter 4. But
even if the stories that feature women and girls were all excellent from
our point of view, there are simply not enough of them, nor are they
sufficiently varied.
^The exact statistics we compiled are attached hereto as Table 3,
together with a breakdown by publisher series.
2The persons portrayed in the biographies are listed in Table 4 and 6.
^A complete list of the occupations shown in the stories Is given in
Tables 6 and 7.
-6-
KIC
510
Chapter Pour
COtfTENT ANALYSIS:
Section 1
The Active Mastery Themes: Girts Need Not Apply
Ingenuity. Creativity. Bravery. Perseverance. Achievement.
Adventurousness. Curiosity, Sportsmanship. Generatlvity.l Autonomy,
SeirRespect. The development and display of these traits is the major
theme of the great majority of reader stories. These are the traits
unWersa]ly regarded in our society as positive and desirable. They spring
from a solid sense of self and are considered not merely socially useful
but necessary for survival as well. Those who possess such traits can be
said to have power over themselves, their surroundings, and their
circumstances: they ''have It made/' Who are the chosen ones who
virtually monopolize the leading roles In thes^ tales? Males - young and
old. The odds against females midcing It are four to one.
Let's look at the evldence.2
Ingenuity, Ctevemess, Creativity and Resourcefulness, The male
protagonists of the stories In this category meet situations with
Intelligence. They try unusual, thoughtful, or daring approaches to their
problems. They make things, build things like walkle-taWes and
soapbox racers, create things like ice sculptures, silver pitchers, ^yen
television commercials. They use thetr "wits'* In promotional schemes,
capturing hijackers or dealing with a genie. Girls are conspicuously
absent from most of these tales. Clever girls appear 33 times, clever
boys 131! The discrepancy b so large that the girl who figures out how
to earn bus fare when she finds herself stranded seems like a visitor to
these pages. Another girl who discovers silk when a cocoon falls into
her tea Is far more typical, since her discovery is fortuitous, a
"happening/* not a product of her cleverness.
Peneverance, Industry and Initiative. In this area, the favorite
story line sliows the protagonist overcoming all sorts of obstacles, like
the young man who clings to his bug collection 6ver the famlly*s
strenuous objections which they withdraw (one assumes) as soon as he
1a term used by Erik Erikfion to Indicate a process by which an
Individual hai gained sufftci^nt fullfiJlment and maturity to feel
motivated to guide and teach the next generation. Interest In fostering
plants and animals Is also implied in the meaning. Childhood A Society,
2nd ed. Norton Sc Co., (New York) 1950 & 1963, p. 266.
^Throughout this Chapter we will examine patterns rather than
Individual stories; therefore, we have not cited each specific example
used. All are drawn from books listed in the Bibliography. Statistical
patterns are summarized In Table 8. All quotations appear with citation
in Table 2. Biographies and occupations are listed in Tables 4-7.
620
Is hailed (ox the discovery of a rare sp<Hilmen. Persevering boys ate a
dime a dozen, ferslstent girls are, tike that bug, a rare specimen. The
actual score is 169 for the boys to 47 for the girls, One of these girts is a
tennis player who overcomes pain, hunger, depression and c dirty tennis
dress to win her match. (The dress keeps the feminine stereotype alive
and well.) The boy who eventually succeeds In taming a wild horse Is
not shown to be worried about the cut of his jeans. Another girl who
had the initiative to vote for herself In a class election Is defeated
eighteen to one for her bad manners, I.e. unfemlnlne, aggressive
deportment.
Boys show industry and Initiative In overcoming obstacles as they
shear sheep, study gupptes, track down the pllferlngsofa raccoon. One
boy overcomes sensitivity to cold water through grueling training In
order to become a life guard, and a crippled boy earns enough money
through fishing t« buy a brace and special shoes foi himself. Even the
handicapped, if male, show more autonomy, initiative ar.d perseverance
In overcoming obstacles than the two-footed females who listlessly
droop through the pages of the readers.
Strength, Bravery and Heroism. Since most people think that
strength, endurance and coping with danger are male prerogatives, It
will come as no surprise that boys are In great demand where these
themes appear. We found 143 instances of heroic boys, 36 of heroic
girk It's a boy who skates all day after eluding capture by Indians to
warn a distant village of an impending attack. Boys rescue adults, girls,
and other boys from fires, cattle stampedes, drownings, storms, angry
bulls or buffalo and save planes and spaceship«i. From time to time,
Ed, Goats in Readine. Copyright 1970 by
Harcourt Brace Jovanovich, Inc. Reproduced
by permission of the publisher.
8-
521
niustradon by Childms and WhiU from
FUN WITH OUR FRIENDS. Copyright
19$2 by Scott Foresman and Company.
Reproduced by permission of the publisher.
girls act bravely too. They carry warnings by horseback for instance, or
go to the rescue of a wrecked ship. But far more often they are only
seen saving liiti^t younger siblings or small animals, or working as
sidekicks to clever boys outwitting hijackers or jewel thieves. Their
feats are nowhere as conspicuous, have nothing like the range presented
for boys.
It is through achievement that a boy in the readers seeks
approval. As he learns the necessary operations to go forward, he gains
confidence and as he gains confidence, he looks less to others and more
to his own mastery. His female counterpart seeks approval by being
pleasing, docile and defaulting — i.e., living vicariously, like the girl
whose brother becomes a great artist because she encourages him to
shape up and stop dreaming. We wonder what advice he gave her?
Routine Helpfulness and Eiective Generativiiy. Generatlvlty is
something one elects to express as a representative of the culture
whereas routine helpfulness (making beds, washing dishes) Is service
work with servant overtones. Throughout the series both boys and girls
perform routine drudge work — 53 boys, 68 girls - but with very
different basic assumptions^ Girls are expected to be helpful in this
way; boys often acquire moral points for their helpfulness. When girls
In the readers attempt to be helpful, it is usually through imitation of a
stereotyped motherly rote. They cheer up and wash younger boys and
even mend their clothes. But the restrictive, unfriendly aspecU^ of
■9.
ERIC
622
motherllness are aU too often stressed, when, for example, a girl angrily
makes her little brother clean up a Nvall he has dirtied, or scolds the
boys for not eating their dinner. Adult women mainly teach cookie
baking and dirt-chasing. It Is men - fathers, grandfathers, school mas-
ters, older brothers, and Just plain boys - who, three to one, en-
courage others to learn the things they have mastered. When a
mother decides to encourage her son In his coln-collecting activities,
she takes him to a numismatist who is, of course, male. Fifty-four
times boys choose to be generative — to teach younger siblings and
friends to write, to mend a bird's broken wing, to better handle an
argument, to take care of a frightened fawn, and to use one*s
senses to differentiate between fruits - and it's boys three to one In
the stories about raising plants and training animals. Only 19 times
did girls act this way. Boys elect to be generative, not only toward
animals, plants, and younger children, but also toward adults. Girls tend
to feed growing things, rather than experiment with and guide them.
When boys choose to help sister with her dishes (a la papa), It Is
noteworthy that girls are being helped to accomplish tedious, dead-end
jobs* There is nothing generative In this exchange.
Thus it would appear that the creative and compassionate aspects
of parenting, those we have called generativity (and its close relative,
nurturing) are removed from the mothering stereotype and assigned to
men. Later this interest in fostering the growth of the young can be
transferred to interest in Important professions such as pediatrician,
professor, or civil rights leader - mothers need not apply.
Apprenticeship, Acquisition of Skills, Coming of Age, Another
popular story line concerns coming of age — a child who masters an
adult skill or fills a grown^up's shoes. Time and again, (161 times to be
more specific) the child is a boy and the shoes are a man's, as when a
boy becomes a real member of a submarine crew after passing a crucial
training test, or a son manages the ranch when his father has to leave.
"Pa had left him to be the man of the house. Here was the dead grizzly
to prove that he had been worthy of the trust.** Boys are stimulated to
feel pride and self-worth at the prospect of becoming an adult. The
highest praise any of the girls In this category (53 instances) receives Is
to be told explicitly or by Implication that she behaved as competently
as a boy. When a girl looks ahead to the future, she is like Jill, a girl
who wants to be a farmer*s wife and **. . . have lots of children, play
with animals and go on picnics.** The vision projects an overgrown child
rather than an adult. In the same story, Jack's aspiration is to work
hard and become a forest ranger or fireman. Boys are shown how to
grow up and become a man, not a father (father, after all, is a
subdivision of manhood).
When a girl masters a grown-up skill, it is usually a domestic one
— she makes a cowboy scarf for her brother or overcomes schoolmates*
hostility by baking cookies for the fair. Her skills lead through a
revolving door back to the pots, the pans, and the sewing box. When
both a boy and a girl are left In charge of a situation, it always appears
-10-
623
to be the girl who is the younger and less clever of the two when
problems arise. Though boys may be asked to do a ''man^s job/* ffirls
are never asked In so many words (or by Implication even) to do a
•'woman's Job/' it does not convey the same honor or dlgnltyi not
imply an equal reward.
Stories of cowboys and Indians and life on the frontier gloss over
most of the brutal realities of early colonization, as you might expect,
and play up the '*rites of passage" theme, Though frontier life gave
women a measure of autonomy unknown back In the effete East» there
is little hint of it in the readers. Only two girts rival the mates who have
things pretty much to themselves when It comes to taming wild horses,
going it alone on the desert or the plains, panning for gold, riding the
Pony Express, protecting the settlement, and, of course, shooting It
out.
Very few stories on the belng a-man theme are set In present-day
urban situations. Today, most fathers work at jobs that cannot be done
by children and children have little Idea just what their fathers do for a
living. Such stories are set In other cultures, or in a past situation where
the roles were quite clear cut. They say about a Chinese boy enroute to
the United States of America, *'Blg he is and strong, he Is ready for a
man's work." In such settings as trapping or ranching, leaving the boy
to be *'the man of the house" or taking over had a definite meaning. As
the roles of men and women have inevitably become more interchange-
able in an urban, technological society, the readers have fallen behind in
providing more realistic definitions of **belng a man" than one based on
protecting the family from grizzly bears. Defining womanhood In terms
of cookie baking and aprons is scandalously further behind,
Earning, Trading and Acquisition. When It comes to taming
money or acquiring possessions, boys are predictably the central jictors
in all but a few of the stories. The enterprising males trade, earn money
and obtain benefits for themselves by doing everything from working In
roundups to teaching Spanish, Does one little girl haifvest apples here
and another sell a lamb there? Yes, but it's not the custom of reader
country. The readers convey to boys that getting rich (downright greed
and avarice) is a highly desirable goal for them. But what can a poor girt
do? Marry well. Marrying a rich man of high position Is shown as a
desirable coal for girls. In the fantasy tales they are willing to be given
by their fathers to this type of stranger without a murmur. There Is
practically no mention of the fact that girls need to learn how to earn a
living too, or, that they might like to.
Gratuitous Fame and Fortune. There are a surprisingly targe
number of stories dealing with the themes of stumbling onto large
windfalls and fame through luck. Once again. It's lucky to be a boy.
Just by leaving home, a boy Is available for adventures which lead to an
all givlng Genie or a royal patron whose fortune and beautiful daughter
can be his. The only comparable story about a girl is one In which she Is
given a magic ponidge pot which can provide all the porridge she could
ever want. This seems rather meagre fare but it's quite enough to choke
•11-
yl V> -159 O • 14 • pM . S4
524
on in comparison with the castles, Jewels, the remains of earlier
civilizations, beautiful princesses or even a plain bicycle which young
males win by birthright. We found boys clearly in this portion 87
times, but girls only 18 times. A courageous princess Is never given a
handsome prince as a prize. Is anyone surprised?
Ulustration by Childress, Wiley and Ruth
from Friends Old and Sew. Copyright 1963
by Scott, Foresman and Company. Repro^
duced by permission of the pubiisheK
Competitiveness and Use of Power. Most competitive stories deal
with sports such as football or racing and a few with Intellectual
competition or 4H projects. Girts are allowed to compete about half as
often as boys* but when it comes to winning, the ball game goes to the
boys. If one were to handle winning In general as a broader category^
then boys In the readers are the overwhelming winners at llfe^
reasoning, swimming, football, baseball or anything else you can name.
There is one story in which a girl swims against a boy and wins — but he
goes on to beat her five times! So much for that. When girls do win, lt*s
often the result of a fluke, or after the boys have painstakingly taught
the girls to play in the first place.
In all the stories, males both large and small are in the position of
power. They bestow financial rewards, prestige, personal validation,
jobs and incentives. In one story where Indian girls race each other, the
judges and prize-givers are males. (The prize? A dress!)
Exploration, Mobility, Imaginative Play, Adventure, These Inter-
related themes have to do with a child^s curiosity and experimentation
with the wider world beyond the home and family. In the process of
42-
ERIC
526
growing up, children come to grips with future Possibilities and
situations, using role-playing and fantasy as a dress rehearsal. In story
after story, adventure after adventure, tlie reader boy finds out about
the world he lives in and his relationship to it. His adventures take him
exploring in China, panning for gold, meeting bears In Yellowstone
National Park, weathering a tornado, accompanying Amundsen to the
North Pole and catching cattte rustlers. No one. Is clocking miles for
boys as they go adventuring In 216 stories As you might expect,
adventures for girls are severely limited in quantity - 68 instances -
and constricted In space. A girl watches her first snowstorm, but from
the safety and comfort of a house. By the third and fourth grades,
adventure stories fill the readers, and female characters are increasingly
phased out. When females do investigate the wider world, there ts a
^'Catch 22.'' They must be ted there by males and be shown what to do.
The girl who discovers some old paintings in a cave Is accompanied,
typically, by her father.
And what about dressing up and pretending to be the someone
you might become someday? Boys fantasize about becoming a cowboy,
an astronaut, a wild animal trainer, a housebullder, a king. They're
scientists conducting experiments^ or adventurers on an Imaginary trip
with some little green men. And what are our female Walter Mtttys
doing? They discover a box and play **house In It all day." For every
girl in the readers who dreams of becoming a tight rope walker, there
_ are hundreds whose minds are mired in dotn^Uc arrangemenj^ and
who never stir out of the compound of their own back yards.
Automony, Normal Assertiveness, Selfhood, Active Mastery Is the
composite of all the qualities that lead to growth of the self. Boys are
advised to be autonomous^ separate individuals, to reason, plan and
execute activities which promote their independence. This Is partly
accomplished by boys going about alone so frequently and acting as
surrogate adults. They rarely hold back or doubt their prowess for long
- success is all but assured merely because they boy& Girls need not
apply for personhood. Stories about girls Il)ehaving as complete and
Independent persons are so rare that they seem odd. But the type of
selfhood and achievement extolled for boys In the readers and coming
together In all the active mastery traits is a conforming one, the type
prized in our society. The readers shy away from stories about living up
to one's convictions, though we do have the story of the boy who
finally succeeds In hatching a dinosaur egg despite ridicule from his
sister and, what Is this? the girl who takes her leaf collection to school
and, facing down a male detractor. Instructs the class*
There is some vague hint at a struggle for identity In what are
called "tomboy" stories In the trade. The "dssy" stories are never
categorized as such but they turn up now and then too. A girl who has
a knack for baseball helps win the game and makes a deal for the boys
to do the dishes so that she can practice. In a girl's world, dishes must
always have primacy. If a boy acquires a doll at the risk of derision, it is
in order to trade with a girl for her printing press (a girl is apparently
•13-
lllustrotion by Fernando Dh$ Da Silva from
Ventures Copsriiht 1965 by Scott, Fores-
man and Company. Reproduced by permis-
sion of the publisher,
not expected to be Interested in a printing press when a doll looms). In
one story, an Indian boy succeeds in becoming a brave despite the fact
that he liked to make baskets and blankets. How sad that it has to be
"in spite of." Usually the outcome for the girl who wants to assert
herself as a human being is less felicitous. An Indian girl wants to be
tali, brave and strong like the males of the tribe; but she is teased and
told, in a prediction that comes true, that if she does not stop following
braves the laughing waters will turn her into a shadow. In another case
where boys tolerate a girt on the team, she bunts, but accidentally, to
win the game for her team. Girls are subjected to contemptous remarks
for their supposed ineptitude at skills boys acquire ''naturally", "except
Rachel," who has to play ball better than the boys to win their praise.
In only one story is this terrible conflict between renouncing human
traits (deceptively called "tomboy") In order to become feminine,
discussed, and the heroine really never resolves It. Boys don't have to.
Friendship, A Real Friend, as defined by the readers, Is usually of
the same sex, and males are better at friendship too. Boys are
considered to be demeaned by association with girls, though girls may
associate with boys, when permitted, without losing caste. There area
few brother sister friendships. A diluted form of friendship, really
"pairings", are shown in the illustrations from time to time, and these
"pairings" may cross race, age and sex boundaries. But rarely does the
text reinforce these messages. The rigid separation of the sexes that
occurs among pre-teens is foretold and perhaps even helped along by
the reader's sex -segregation policy. One giri who attempts to break out
of it and initiate a three-way friendship between herself, her brother
and another boy gets frozen out before it's all over, for she has broken
the unwritten rule that boys are to lefid the way when the sexes mbc.
,14.
ERIC
627
iliustradon from DiLancey and Iv^fson,
Winding Roads. Copyright by Random
House/singer School Division, I96B, Repro*
duced by permission of the publisher.
Morality, Only boys are confronted with temptations and
extralegal possibilities and therefore they alone must face morai
questions of honesty and corruptibility. One exception is the story of a
helpful ghost ieadlng a boy to gold, only to have the old female
housekeeper abscond with it. The omission of issues of conscience for
females reinforces Freud*s stereotype of women as creatures who have
underdeveloped $uper-^os (consciences). The picture is mixed as to
how weil boys* Integrity holds up. There is a blurry line drawn
between praiseworthy enterprise and rather shady accomplish-
ments In which a bright lad with a head on his shoulders bends the
rules to his needs. Sometimes dishonest acts ar^ punished, sometimes
not. Twin boys rob a female bank teller as a prank and get arrested by
the Sheriff and it*s ^*boys wit! be boys." An old man feigns io paint
portraits that only wise men can see and successfully makes o^t with
the plunder when exposed. When a boy tricks his father and teacher to
make them come to a ball game, he^s presented as resourceful, not
deceptive. There are several examples of stealing among young aspiring
males who are actually rewarded rather than punished. The story of the
fellow who became rich and famous after stealing a magic tinder box
from an ugly old woman Is a classic example. Tricking ugly old women
occurs several times.
So much for the "snips and snails and puppy dog tails/' what are
little girls made of In the readers?
•15.
ERIC
528
Section II
The Second-Sex Themes: Nice Girh Finish Lost
Explicitly or implicitly^ consciously or unconsciously, the stories
we are going to examine illustrate the negative of active mastery.
Dependency and Pseudo-dependency. Passivity. Incompetence. Tearful-
ness. People who have these traits - people who are doclle» fearful,
dependent - cannot conceive of themselves becoming responsible for
their own lives or taking the active role In a situation. They are denied
the dicnlty of solving their own problems. They see themselves as the
Others one who supports those who act or one who provides the
background against which the action takes place. Their goals are
painfully limited. If they do act, it is usually stupidly. Naturally, they
have mishaps. Inevitably, they turn away from the frightening,
punishing, overwhelming outside world and focus on the friendly,
familiar terrain of the home. Naturally they are victims and targets for
ridicule. Could anyone seriously hold up such narrow, unenviable,
life-denying traits for our children to model themselves on? The answer
is yes and no. No, if you*re referring to boys. Yes, If you're speaking of
girls.
niuBtration by Denny Hampton from Early,
Ed. QoqU in Reading, Copyright 1970 by
Harcourt Brace Jovanovich, Inc, Reproduced
by permission of the publisher.
More subtle Indoctrination, equally unhealthy for little girls. Is
the Insistence on self-abnegation and the womanly '^virtues'* of
domesticity. The message clearly written between the lines for even the
slowest reader to read Is for giris to be obedient and comply
ISimone De Beauvoir in The Second Sex, BanUm, (New York) 1961,
p. 129, dUcuaea the Implications of this term.
•16.
ERIC
629
uncomplainingly even happily - with the wishes of others. What
happens to a girl who Is told repeatedly to minister to others needs and
comforts and to put others first? She gets in the habit of putting herself
last. Behind the stove where she Is told she belongs.
Passivity, Docility, Dependency (Pseudo- and Real). Always It is
the female of the species who exhibits this mild, soft, spiritless behavior
within the pages of the readers. By our count, over six to one — or 119
girls to 19 boys. Mothers move through these pages like so much
ectoplasm. Little girls endlessly play with dolls, cry over dolts, give tea
parties, look on helplessly or passively or admiringly while boys take
action. Tommy« on the other hand, doesn*t play house - he builds one.
Sally's role in the same Sony tale Is clear - she puts on her bonnet and
admires the results.
In story after story, girls like Sally are shown as spectators of life.
They are given things, told things, provide a ready-made audience and
Instant admiration for whatever*s going on. In Illustration after
Illustration, as well as In the stories themselves, girls look on with hands
behind their backs. They look on while boys play cowboy* look on
while boys make carts, took on while boys rescue anlmalSi look on
while boys save the day. And they admire, oh, how they admire what
they see: •'Oh, Raymond, boys are much braver than girls!*' When one
girl merely reports a forest fire — what anyone breathing might be
expected to do binder similar circumstances — the author is so overcome
that he pours praise on her as If she had put out the blaze
single-handedly at the risk of her life.
Girls often depend on boys when they are quite capable of
handling the situation themselves. One finds she can only skate when
she has Mark to lean on; another can only reach a jar if a boy brings a
stepladder. Almost without exception females in the readers are
subordinate to males. Girls, small and large, are helped out of one
difficulty after another by their brothers, older or younger. On a trip to
the store the two boys, symbolically enough, walk In front; the two
girls follow meekly behind.
Altruism, Kindness, and the Womanly **Virtues*\ Altruism Is
admirable. Everybody knows that. Yet tn the readers, the altruism of
girls is always tinged with self-abnegation. Girls* frequent efforts to help
others are motivated by very generous and noble Impulses, but such
efforts al^Vays tequlK^ a persona) sacrifice, which is presented as a
normal and positive thiig. Girls In the readers are good by definition.
Mary is a kind, thoughtful, industrious sister. When Sam eats up the
cake, when Walter reveals the secret, the girls understand — and forgive.
But these splendid virtues are called up exclusively in the circumscribed
arena of the female world.
Boys, when they're good give up some time and energy for others
but there is no sense of sacrifice. They are creating something new not
taking something away from themselves. They are cfD/c>mind^ like the
fellow who figured out how to utilize sidewalk space for play space or
like the boys who raised money for a hospital. They use initiative in
•17.
630
carrying out their good Impulses. Since their time Is valuable, they can
rarely stop and help on a one-to-one basis; boys' help Is provided on a
wholesale basis, to whole neighborhoods or villages or groups of people.
Altruism Is a positive characteristic for benevolent boys, 65 times; a
self-effacing one for **good*' gtrls, 22 times.
Goal Constriction and Sex Rok Stereotyping. Girls In the readers
rehearse their domestic roles continuously — 166 times to boys* bO.
Girls are found cooking thirty-three times, cleaning twenty-seven times.
The most popular room In any given house, for a girl, Is the kitchen.
This could be true because the refrigerator Is an acknowledged mecca
for all small people, but the reader's girl Is In her kitchen for other
reasons. She is reinforcing her major sex-dictated stereotype. Domestic.
These girls make lunch, fix dinner, prepare sandwiches or a salad and
fill a picnic basket (while the boy-picnickers play), or bake cookies for
a coed party. They stand at sinks high with pots and pans, scoop up
broken eggs, set the table, scrub floors, wash laundry, wash dinner
dishes while their brothers scoot out to play. They're incorrigible, these
girls. One of them insists on helping cook, clean, and serve supper,
though she has just succeeded in rescuing a drowning fisherman. What
boy could equal her? Or would want to? One young girl who longed to
go out to play Jack ln^the-Box had to clean up after dinner since she
was the only girl In the family. But she is an exception; some reader
gitis are known to be happy only when cleaning and we quote:'*. . . she
never thought of anything but dusting, washing, rubbing and scrub-
bing."
When they leave the kitchen, what do little girls do? They go
marketing. Once a girl who wants to do ''something different'* is
offered a shopping trip to buy her brother some t-shlrts. Girls are also
Illustration by Denny Hampton from Early,
pd. Goals in Reading, Copyright 1970 by
Harcourt Brace Jovanovich, Inc, Reproduced
by permission of the publisher.
48*
ERLC
S31
pictured as addicted to sewing and mending, but nowhere Is one shown
making a new dress* Creativity, even In the domestic ghetto where they
are purportedly sovereign, is still out of reach for girls.
Except for these domestic chores at which girls are sometimes as
expert as their mothers (a glrPs Inborn aptitude for drudgery Is
presented In the same spirit as a black person's ^'natural rhythm^'), only
rarely are girts permitted to be at the center of the action. In one such
reat life Instance when a girl succeeds outside her domestic role, her
success is explained as exceptional: ^'Amelia Earhart was different from
the beginning from the other glrk'' In order to be popular^ Katle» a
genuine achiever, takes care to disguise her prowess. What price success
for a girl?
Where boys are concerned, domestic chores are performed
grudgingly In order to assist their mothers and sisters, whose proper
province it Is to cope with such matters. Now and again a boy might
help with the dishes or do heavy work such as waxing a floor or clearing
out a woodsman*s cabin. There are very few Instances of boys
scrubbing, cleaning, or scouring in the ordinary course of things as their
share in the common domestic responsibility, just as a girl Is never
depicted changing tires or sawing and hammering. If a boy cooks, It Is
to make a mustard sandwich for himself or to cut ham with a big knife.
A boy may eat cookies, but he mustnH bake them* Not on the pages of
the readers. Only once Is a boy required to act as a bebysltter, which he
does reluctantly, whereas this is a common occupation for girls. But
even here the achievement and learning aspect for boys Is not forgotten.
In the course of his term as sitter he Is required to use his Ingenuity to
get his foolish sister out of a locked closet*
In the readers, gender terminology Is often used as a means of
indicating or underlining characteristics In animals or inanimate things.
Soft, delicate fluffy kittens are usually female. So is th« lazy magpie.
Boisterous, playful dogs are male. Old people who arc mean and ugly
are female (possibly an unconscious carryover* of the wicked old witch
syndrome, but where Is the equally InfamouiJ bogey man?). Wise old
people are without exception male, and a human being of any stature Is
male by definition. Thus, hieroglyphologlsts are **merji" who study
Egyptian writings, and elsewheri^ we meet ''sayings of Wise Men.** We
don*t want to be unreasonable and hold the readers responsible for the
sexism built Into the English language, which symbolically ha« handed
over the entire world to the men, with pronouns like the bisexual *'he**
for he-apd-she, and words like ^'mankind" that stand for all of us. But
the readers don*t have to extend this practice by defining archeologlsts
as '*men** who dig. Archeologists are also women. Why not, simply,
^'people** who dig? A preponderantly female Red Cross Unit is referred
to as ''brothers.'* Why not as "one family**? The built-in sexism of our
common language Is loud and clear in a comment made to the young
Oliver Perry on these pages: "You're certainly not up to a man*s worl?,
so you*ll start as a scrubwoman.**
•19-
532
niustrction from Childress, White and Waiter
from Fun Wherever We Are. Copyright 1965
by Scott, Foresman and Company, Repro-
duced by permission of the publisher.
When Solly is frightened by a steam shovel, she jumps into Daddy's
arms and drops her teddy bear. Daddy and Dick reassure her that the
shovel will bring it back to her, Jane stands by and miles.
Incompetency and Mishaps, Both boys and girls have mishaps
with equa] frequency, but girls* mishaps come about while carrying out
domestic responsibilities or through simply being female (hence
foolish). Boys* accidents come about through rough housing or
advinturing. Thus, one kind of mishap results from stupidity, the other
from curiosity and enthusiasm. One girl manages to get dirty simply by
sitUng down whereas an active boy soils his clothing by playing with a
dog. There are often stories about girls who have ripped and spoiled
their clothing, and. In one rare instance, when this happens to a boy^
the school principal appoints his assistant, a woman, to do the mending.
Boys* ' mishaps are thoroughly mitigated because they are part of an
adventurous experience from which they profit. If a boy is temporarily
incompetent, say in putting a toy together, the ineptitude doesn't last
long and he soon fixes it. Girts had better make it on the first chance as
they are not given a second try. They don*t. A girl falls from stilts on
her first attempt and that is her final downfall; she gets no other
chance. All too typically, a gitVs failure is often in tandem with a boy*s
success. A boy solves a problem that a mother :jnd daughter cannot
20-
ERIC
633
unravel. A gtrl who mistakes a stick for a snake 1$ shown the tight and
reassured by a boy. Boys are seldom conned. That's for girls. A foolish
princess believes every word she hears, Just as Red Riding Hood believes
the wolf. In one amazing story the author, by some Freudian slip,
change? the sex of the stupid female kitten in time for "him*' to out-wit
the foxt
VIctimbing and HumlKoting the OpposUe Sex and Excessive
Agression. We discovered close to 100 stories that condoned meanness
and cruelty as part of the story line. This figure would be far higher if
we had Included fantasy and animal stories In our statistical count.
There were 67 stories In which one sex demeaned the other: 65 of these
were directed against girls, only 2 against boys. This particular aspect of
cruelty would be greatly swelled If fantasy tales were Included as well.
Girls are attacked as a class. The negative behavior always goes
unpunished and Is never commented upon as such. The way to gain a
sense of superiority albeit a highly immature one, is to make someone
else seem unimportant. Possibly thb Is a misguided attempt on the part
of the readers to co-opt the boys, since they have more difficulty
learning to read and girls usually outstrip them In this all Important area
in the early school years. More likely, however. It reflects the way
society unconsciously views females.
There is also a slightly higher frequency and less subtle onslaught
of these stories In the early grades when children are young and
Impressionable. Since we find this fault such a serious one, we would
like to point out that Sullivan, Harper and Row, Hpughton-Mlfflln, and
MacMlllan, In that order, are the chief offenders,' although the other
series follow closely behind.
In the stories of excessive aggression* it is notable that males are
usually the aggressors and that females are only one of several types of
victims. But girls as well as boys Join in the sport of demeaning girls in
their anxiety to please the power faction. You can hear them put
themselves down with remarks like; 'i*m just a girl but I know enough
not to do that." or, ''Even I can do It and you know how stupid 1 am."
The readers give boys the ammunition, if society hasnU done so
already, to attack girls as foolish, vain, silly, dumb, boring, no good at
games and sports, etc. ad nauseum. To be in the company of girls
lowers one's status, children team at age six, as they are learning to
read. Boys are never ridiculed as members of the group '*male." In the
65 stories In which the readers ridicule and demean girls, girls are
excluded from groups, rejected from gangs, deliberately shown up as
scaredy-cats and made fun of for their domesticity. A boy ridicules
some girls who are cooking by remarking: . . but who wants to eat
dinner with a lot of girls anyway?", *\ . . good thing for a girl to learn
to cook", . . women sure are funny!" One girl gets into a baseball
team but the other team laughs at her and at the team since ''They
must be terrible if they have a girt pitcher." "Don't be silly", says a
small boy to his older sister when she points out his error, "Girls never
understand anything."
2h
ERIC
534
Not only do boys tease girls for their stupidity when they make
mistakes, they show them up repeatedly by succeeding where girls fall
they charitably ''allow'* girls to do things ''even though" they aro girts,
but the smartest girl In the class is not smart enough to get on the
passenger list of a time machine In a reader story — space is resetted for
the smartest boy.
It Is Important to note that while boys are being given permission
to vent a twisted type of aggression and sadism, girls are being told not
only to suppress their natural aggressive urges but to accept their role as
victims and passive foils without a struggle. Quite often, animal stories
offer a mask behind which aggressive tricks can be pl4y^, as In the case
of Mr. Fox who tricks Mr. Crow by flattery until Mr. Crow opens his
mouth and loses his food to the fox. Aggression of the excessive type Is
shown twice as often by male children as they shoot animals to prove
their strength, trick girls, animals and other boys In a sadistic manner.
Now and then a girt hits or strikes back at a boy, or Is rude to another
girl, but she has to become a witch before a female may be permitted
any real wickedness. And witches usually get It in the end. Of all th^
areas studkj, glrl-baitlng and belittling has the most pernicious
potential for lowering the self-esteem of females, too young yet to
assess the truth of the claims that they are the Inferior sex.
i^eeling and Expressing Emotion, Neither girls nor boys In the
readers exhibit any realistic range of human emotions, but even the few
permitted are ofMlmlts to boys. Emotions belong to the lesser sex,
something that weak, foolish people alone experience. Boys must fight
back fears and tears, white girls succumb without a struggle to irrational
tenors and foolish weeping. Only on the pages of a reader does a girl
weep non stop from morning to night over a broken doll. Only on the
pages of a reader does a boy remain Impassive while his canoe proceeds
out of control through the rapids. Gender determines these things.
Other natural emotions such as anger, ]oy, compassion, sadness, even
love, make only brief appearances in the entire series. Spontaneity and
honest expression of feelings Is a rare thing indeed, here or in life, but
its absence In the readers Is the more lamentable because It reinforces
unreasoning cultural taboos against expressing emotions, and reduces
those that can be expressed Into mere sex*role stereotypes. It Is cruel to
urge young boys to suppress all feelings and to stunt little girls by
urging them to vent immature ones. One emotion, however, is dwelt on
almost obsessively In the readers. Fear. For this reason, we are
discussing It as a separate entity.
fear As we have examined in Section 1, the chief stereotype for
boys has to do with the maintenance of a facade of bravery and
dauntlessness, like the boy who has to face a moral decision about
whether to sustain his sister^s flattering image of him as a pillar of
strength or to tell her the truth about his feelings. The image of girls as
fearful and Inadequate serves only too well to further enhance boys'
aura of success, and shore up the male ego. Girls are used to making
such sacrifices.
•22.
635
Illustration from McCracken and Wafcutt,
Bc$(c Heading. G. Book Copyright 1970,
1964 by J,B. iipplncoit Co, Reproduced by
permission of the publisher*
In the readers, girls are heard to express fears three times more often
than boys. Girls are fearful of woods, older boys, snakes, Insects, the
dark, animals^ and sometimes, alas, '*ju$t everything*' and are allowed,
even encouraged, to hang on to their fears. For boys, a recurrent theme
Is overcoming fear through suppression or perseverence. Take the fear
of water. Little boys fight It; little girls hang their clothes on a hickory
limb and don't go near It. Boys struggle with and subdue fears of
horses, heights, crawly things, the dark, and even of a buffalo stampede.
One boy overcomes his fear of horses and rides on in an emergency.
When two little girls stand on chairs and shriek for their younger (!)
brother to rescue them from a frog, It is in the best feminine tradition.
Comedy and HumoK There is little in the readers to relieve the
deadly seriousness. What passes for humor has already been discussed
under "Demeaning the Opposite Sex/* That a girl bakes a cake and
forgets to serve It can only be funny If you think girls are foolish. The
other attempts at humor come through animal escapades, such as a hen
who lays square eggs. Again, the females of the species are the silly ones
as epitomized by Mrs, Goose who takes a bath without water. Just like
a woman!
Loneliness, Boredom, and Aimless Activity* Only a handful of
stories take up loneliness and boredom but quite a few stories of the
filler type have to do with aimless activity. These latter stories seem to
have no point to make, as if they were put in between acts to give the
23-
ERIC
636
real actors time to change their clothes. And so It wtll come as no
surprise that glth predominate In these stories two to one^ standing
around» watching tetevi^on, sitting In the sandbox or getting new
clothes. The same ratio holds for loneliness and boredom. A girl who is
lonely and bored on a rainy day Is resigned to her fate (while her
mother and sister who are busy with the cleaning are apparently
resigned to theirs), but a boy who finds himself bored In school devises
an imaginary journey through DIctlonopolts and amuses himself with
new words. Boys are rarely described as lonely.
The MottvaUon Gap. Rarely are we offered an explanation why
people behave as they do. Why do boys tease girls? Why are women
mean to animals or mothers cross with children? Why are children so
unkind and even cruel to newcomers in their midst? People, simply,
come in two styles - good and bad. To present the world In this
motivatlonless way implies the even more insidious idea that all these
traits and more are Inborn, not subject to change, The same is true for
sex role stereotypes. They are presented as given, not created
On the rare occasions when the readers do try to explain these
'^phenomena", their rationale seldom accords with any existing theory
of behavior. It appears to be derived intact from **common knowledge"
which could more properly be called common ignorance (most of It
collected and preserved and passed along from reader to reader till it
reaches our children). An example of such '^motivation explanation*'
appears in a story about a bully. His abominable behavior Is attributed
solely to the fact that his mother works in contrast to the good boy
whose mother is home all day. Wl^at kind of idea Is this, we wonder, to
instill in the minds of millions of school children whose mothers work
outside the home, and whose families are dependent on that income?
Physical Appearance. Boys never seem to care how they look, but
girls have a great need to be beautiful and well-groomed* Do the readers
attempt to correct this imbalance? On the contrary. Girls are
encouraged to dress up and play, to covet CiOthes and to preen, whereas
clothing or physical attractiveness is virtually Ignored In relation to
boys.
Everybody knows a princess Is always beautiful Again, by
definition. Is she also interesting, intelligent, humourous or witty, kind,
adventurous - they seldom say. We assume so since beauty notoriously
fades so fast and princesses live happily ever after. But what about the
prince? He's usually handsome but that's rarely his only claim to fame.
Size is frequently mentioned. Any itlusttalor of readers knows
that girls are invariably smaller than boys. If a visitor from Outer Space
picked up one of these books, he or she would have to assume from the
illustrations that girls as a species come smaller and younger than boys
on planet Earth.
The reader girls are Indeed stunted. . . in all ways. Nice girls
finish ^ast!
•24.
ERIC
637
Section III
Adult Rote Models
Illustration frbm McCracken and Wakuttf
Basic Reading, C. Book. Copyright 1969,
1963 by J. B. Lippencott Co. Reproduced
by permission of the publisher.
In the readers, there are manV role models for boys to shop
among, from which to select a skill, a trade, a profession. Men are
shown in almost every conceivable role; for girb, the Reader Seal of
Approval is reserved for one form of service or another, with wife or
mother the overwhelming favorite. A giri with any other designs on the
future must consider herself some kind of misfit, even though one
Indomitable woman does slip through and succeed In becoming a
doctor. It is hardly enough to give back perspective. Painter, lawyer,
lighthouse keeper, baker, whaler, naturalist — girls need not apply.
Architect, sclentlsti mathmatlclan, cngineeri professor — lt*s a closed
union unless you have the right sex. Technicians, factory workers, sales
personnel and other occupations^ in reality open to both sexes on a
large scale, are 100% male in the readers. To be more exact, there are
147 different possibilities suggested for boys. For girls, a mere 26.1
Adult males are job holders and fathers* Adult females are either job
holders or mothers, rarely both. Only direct necessity drives mother to
ISee Tables Six and Seven.
-25-
638
work, never mere desire or special skill or burning talent. The entire
reader study of 134 books unearths only three working mothers,
though the United States Office of Labor statistics telts us that 38% of
all working women have children under 18.^ A young girl Is constantly
being "sold" on nursing over doctoring, stenography over business
administration, teaching over school administration, and on mother*
hood over a1] other alternatives. The little lamb asks her mother what
she can be, and Mother says: "You can be a sJheep. A mother sheep, just,
like me," The message is rarely this explicit; it doesn't have to be.
The reader mother Is a limited, colorless, mindless creature. She
wants nothing for herself you have to assume, since her needs are
mentioned only once In this entire study when she treats herself to
some earrings on a shopping trip. She Is what we have all been looking
for all our lives, the perfect servant. Not only does she wash, cook,
clean, nurse, and find mittens; these chores constitute her only
happiness. In Illustrations she frequently appears in the classic servant's
posture, body slightly bent forward, hands clasped, eyes riveted on the
master of the house or the child. She is perpetually on call, perpetually
available, perpetually a reproach to any female who might aspire to
anything more than waiting on others. Says Jack in a retelling of "Jack
and the Beanstalk:** "Mother, get me my ax." And mother gets the ax.
The mother in the readers is more remarkable for what she
doesn't do than for what she does do. She is never shown making
something of her own or working at some task unconnected with
domestic duty. Children never hush to allow her to concentrate. They
never help with chores in order for her to have some timeof her own.
They never bring her cups of tea while she relaxes with the papers.
They never meet her at the station or the airport as she returns from
some Independent expedition. Her unlucky son sits up on a tree for
hours waiting for father to come home and rescue him with the ladder.
Clearly, one needs masculine resourcefulness to think of such an
ingenious solution.
Wives and mothers are not only dull; sometimes they are actually
unpleasant! One mother chases the children with a rolling pin and a
wife nags her husband until he misses hts three wishes. Mom spanks,
yells, gets mad. She hates fun and spontaneity almost as much as she
hates dirt. In fantasy stories, women are sometimes extremely cruel to
animals.
Father is the "good guy" In the family. He's where the fun Is, He
builds things with his children, and takes them liunting, fishing, and up
In planes. He solves the problems. No wonder he's allowed to rest and
relax In his favorite chair so often. If mother isn't, could It mean what
it seems to mean — that she does no "real" work and therefore do€sn*t
deserve a rest?
^See Women at Work, United States Government Publications, 1969,
comparative tables.
•26"
639
ResponMbltlty in the home ts rlgldty defined. The inside Jobs go
to Mom, the outside Jobs to Pop, aiong with all the mechanical failures.
Father's the fixer, even though Mother actually uses most of the
domestic equipment. For mother to change a tire would be as
blasphemous as If father were to whip up the supper. Sooner would the
readers have children witness a llttte violence and cruelty than such
unsettling social patterns. In one little attempted comedy, a husband
and wife change rotes with disastrous results. The moral Is cleat: we
must each be content with what we are meant to be.
Sometimes we wondered during this study why all the marriages
shown in the readers are so joyl^^ There's ho closeness between
husband and wife - all the Interaction Is between parent and child.
There's virtually no touching between adults. Fathers rarely give wives a
hug. Mothers never husband or anybody else. Outside of sad-happy
waves from a doorway, and food offering, demonstrations of affection
are out-of-bounds. Yet marriage Is presented not only as the happy
ending but as the only ending. Single parents, In real life a sizeable
statistic In this country, are rarely permitted on stage In the readers (as
If they had a communicable disease.) In one reader story they come
right out and say It! 'it's so good to have a man around the house,"
though the man In question Is an out-of-work relative who Is invited to
move In with the struggling widow and her two children. This
clich^ is not Inevitably wrong; but used in a situation like this, it has
the effect of belittling the survival skills which the woman has already
demonstrated.
Parents never *'have words", let alone conflicts with each other.
Now and then a wife will nag her husband into doing something foolish,
or give him bad advice which he quite properiy Ignores, as the story
proves. Any less-than-perfect marriages are projected onto anImaK like
the cat and dog who set up house together, she (cat) to do the
housekeeping and he (dog) the rest. When he finds her adeep one day,
he accuses her of laziness and they fight like, well, cats and dogs, ever
after.
Single females don't hang around the readers very long, they are
in the marketplace, quite frankly, like the girl who attended the king's
birthday party because ^'it might be a good place to catch a husband.*'
One backward nineteen-year-old daughter Is prodded by her mother
and told she ought to be thinking of getting married. No mother Is In a
hurry to unload a son, and never are males casting about In search of a
wife as their ultimate goal — unless, of course, she has a kingdom
attached. If love Is woman's whole life. It b because her life Is, perforce,
an Incomplete one.
Victorian children's morality tales that picture the most sadistic
punishments for the mildest crimes - such as bad table manners — have
been routed from our chlldren*s libraries and exiled to the curio shelves.
They are no longer considered suitable for impressionable young minds.
Yet Victorian modes of living and Victorian casts of thought throw a
long shadow over the readers. Because these are no longer applicable to
-27-
640
the present situation (if ihey ever were more than a middle class
delusion) and Immoral besides In the bias and strictures against
women's participation in life, It is time we re examined these attitudes
attd let the sunshine In.
-28-
ERIC
541
Section IV
BIOGRAPHIES
Much of the inspirational material In the readers is found In the
biographies. As we pointed out in the statistical summary, they are
overwhelmingly male - 119 stories about 88 men, and 27 stories about
17 women.l Governmental leaders as disparate as Alexander the Great,
George Washington, and Franklin Delano Roosevelt are portrayed, yet
women of power such as Cleopatra, Queen Elizabeth I, or Queen
Victoria never appear. To be sure, there is Joan of Arc. There is always
Joan of Arc, although one story about her life made a special point of
describing how her parents sent her brothers to protect her! Other
favorites such as Amelia Earhart, Marian Anderson, Marie Curie, and
Helen Keller also bow in at least once. We're glad to see them and
others like them whose lives have been great personal achievements
against great odds. But we wonder why there is a blanket of silence
about women whose lives have had political implications. Where are
women like Elizabeth Cady Stanton, Susan B. Anthony, Lucy Stone,
Sojourner Truth, or Amelia Bloomer? Where is Rachel Carson? Or even
an old favorite like Clara Barton?
The readers give the Impression that the only people who make
history are men. Niother, who were those women walking down Fifth
Avenue with placards? Silence. Why were those women chaining
themselves to the White Hou^e railings? More silence. One half of the
citizenry of a country founded on freedom win the right to vote after a
long struggle and the whole chapter is passed over as If history had
made a terrible gaffe. To be sure the readers are not history books and
are under no obligation to show all phases of our national history. But
since they do attempt to provide children with historical role models,
they are obligated to show women as peopk who can change history
and can act in their own interests. Otherwise we are left with images of
women as spectators and handmaidens of history - a Betsy Ross, for
example.
In addition to biographies of real people, boys are given a number
of fictional lives to contemplate. Girls have nothing comparable. For
example Dick Whittington, twice Lord Mayor of London, summarizes
In his life story all the various elements that n^ake for active mastery.
He is an orphan, thus autonomous. He is industrious. He perseveres at
school, saves his money, wins a fortune through his ingeniousness,
manies his master*s daughter (the prize), achieves power by becoming
Lord Mayor, and is generative to his constituency! For girls there are
only Cinderellas and beautiful princesses who have no direct hand in
their own fates. Steeping Beauties all!
ISee Tables Four and Five.
-29-
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